WorldWideScience

Sample records for residential special school

  1. Thunder Mountain School Is Something Special.

    Science.gov (United States)

    NJEA Review, 1979

    1979-01-01

    This article describes Thunder Mountain School, operated year round by the Newton Board of Education under a special use permit granted by the National Park Service. The center includes sports facilities, nature preserves, a farm, and historic sites for use by residential and day students, kindergarten through college. (SJL)

  2. Electricity: Residential Wiring. Secondary Schools. Curriculum Guide.

    Science.gov (United States)

    Trust Territory of the Pacific Islands Dept. of Education, Saipan.

    This curriculum guide on residential wiring for secondary students is one of six developed for inservice teachers at Marianas High School in Saipan. The guide provides the rationale, description, goals, and objectives of the program; the program of studies and performance objectives by levels; samples of lesson plans for effective delivery of…

  3. Listing Specialization and Residential Real Estate Licensee

    OpenAIRE

    Leonard V. Zumpano; Ken Johnson; Randy I. Anderson

    2007-01-01

    Earlier research has found that specialization by real estate agents creates economies of scope for real estate firms. So far, however, no research has addressed this issue at the agent level. The question this research seeks to answer is whether specialization in one side of the real estate transaction increases agent income. The most important finding is that specialization has an asymmetric impact on earnings. Specializing in listings positively enhances agent income. In contrast, speciali...

  4. The Role of Residential Segregation in Contemporary School Segregation

    Science.gov (United States)

    Frankenberg, Erica

    2013-01-01

    Inaction to address housing segregation in metropolitan areas has resulted in persistently high levels of residential segregation. As the Supreme Court has recently limited school districts' voluntary integration efforts, this article considers the role of residential segregation in maintaining racially isolated schools, namely what is known about…

  5. Information Processing and Creative Thinking Abilities of Residential and Non-Residential School Children

    Directory of Open Access Journals (Sweden)

    Atasi Mohanty

    2015-10-01

    Full Text Available This study attempts to assess and compare the residential and non-residential schoolchildren in information-processing skills and creative thinking abilities. A sample of 80 children from Classes 5 and 7 were selected from two types of schools, residential/ashram (02 and non-residential/formal schools (02 in Bolpur subdivision of West Bengal in India where the medium of instruction is Bengali language/mother-tongue. All the children were individually administered the PASS (Planning, Attention, Simultaneous, Successive, Stroop, Matching Familiar Figure Test (MFFT-20, and creative thinking tasks. The residential school children were found to perform better both in information processing and creative thinking tasks. The developmental trend could not be clearly observed due to small sample size, but with increasing age, children were using better processing strategies. Due to ashram environment, creative pedagogy, and various co-curricular activities, the residential school children were found to be more creative than their formal school counterparts. Moreover, some significant positive correlations were found among information processing skills and creative thinking dimensions.

  6. Substance use among adolescents in special education and residential youth care : Prevalence, onset and risk factors

    NARCIS (Netherlands)

    Kepper, A.S.

    2013-01-01

    Adolescents attending special education for learning disabilities (SEL), special education for behavioural problems (SEB) and adolescents living in a residential youth care (RYC) institution present a complex risk profile including severe behavioural and emotional problems, deviant peer networks,

  7. Teacher Appraisal in Special Schools.

    Science.gov (United States)

    Williams, Kath; Petrie, Ian

    1989-01-01

    The article examines issues of concern to the introduction of required teacher appraisals in British special schools. A survey of 32 headteachers in special schools suggests some guidelines for an effective and fair system, including integrating appraisal with staff development, encouraging self evaluation, and improving inservice education. (DB)

  8. A Special School for the Gifted: Corollary of a Ten-Year Work in Brazil.

    Science.gov (United States)

    Guenther, Zenita Cunha

    1988-01-01

    Brazil's Special Technical School for the Gifted is a residential school for gifted underprivileged youngsters. This paper describes the secondary school's antecedents; identification, recruitment, and selection of students; organization of the educational experience; after-school assistance such as occupational training; teacher training;…

  9. SPECIAL SCHOOL FOR MIGRANT CHILDREN.

    Science.gov (United States)

    POTTS, ALFRED M.

    MANY CHANGES HAVE OCCURRED IN MIGRANT CHILDREN OVER THE 5 YEARS THE SPECIAL SCHOOL HAS BEEN IN OPERATION. MOST NOTABLE IS THAT THE CHILDREN ARE MUCH CLEANER AND BETTER BEHAVED. THE CHILDREN ARE ISSUED COMBS, TOOTHBRUSHES, TOWELS, AND SOAP. STUDENTS SHOWER THREE TIMES EACH WEEK AND PERFORM A DAILY ROUTINE OF BRUSHING TEETH AND COMBING HAIR. MILK…

  10. The Affordable Housing Crisis: Residential Mobility of Poor Families and School Mobility of Poor Children.

    Science.gov (United States)

    Crowley, Sheila

    2003-01-01

    Helping poor families increase their residential stability can have direct bearing on school stability and student academic achievement. Discusses the role of housing in child and family wellbeing; residential mobility and school performance; residential mobility and housing problems; housing affordability; (federal housing policy); homeownership;…

  11. School Functioning of a Particularly Vulnerable Group: Children and Young People in Residential Child Care

    Directory of Open Access Journals (Sweden)

    Carla González-García

    2017-07-01

    Full Text Available A large proportion of the children and young people in residential child care in Spain are there as a consequence of abuse and neglect in their birth families. Research has shown that these types of adverse circumstances in childhood are risk factors for emotional and behavioral problems, as well as difficulties in adapting to different contexts. School achievement is related to this and represents one of the most affected areas. Children in residential child care exhibit extremely poor performance and difficulties in school functioning which affects their transition to adulthood and into the labor market. The main aim of this study is to describe the school functioning of a sample of 1,216 children aged between 8 and 18 living in residential child care in Spain. The specific needs of children with intellectual disability and unaccompanied migrant children were also analyzed. Relationships with other variables such as gender, age, mental health needs, and other risk factors were also explored. In order to analyze school functioning in this vulnerable group, the sample was divided into different groups depending on school level and educational needs. In the vast majority of cases, children were in primary or compulsory secondary education (up to age 16, this group included a significant proportion of cases in special education centers. The rest of the sample were in vocational training or post-compulsory secondary school. Results have important implications for the design of socio-educative intervention strategies in both education and child care systems in order to promote better school achievement and better educational qualifications in this vulnerable group.

  12. 25 CFR 39.704 - Are schools eligible to receive chaperone expenses to transport residential students?

    Science.gov (United States)

    2010-04-01

    ....704 Are schools eligible to receive chaperone expenses to transport residential students? Yes. Schools... 25 Indians 1 2010-04-01 2010-04-01 false Are schools eligible to receive chaperone expenses to transport residential students? 39.704 Section 39.704 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE...

  13. Home Schooling Children with Special Needs.

    Science.gov (United States)

    Duffey, Jane G.

    2002-01-01

    A survey of 121 families who were home schooling children with special needs found family profiles were similar to the general home schooling population and, unlike the general home schooling population, children often spent as much time in a school setting as in a home school environment. Four case studies identified themes as needs-based…

  14. Home Study: The "Special Delivery" Schools.

    Science.gov (United States)

    Lambert, Michael P.

    1979-01-01

    Origins, traditions, and advantages of the "special delivery" schools are described. Home study schools offer individual instruction, relatively modest tuition fees, easy accessibility, and practical specialization. Increasingly, traditional schools and colleges are looking to learn from them. A resource guide is provided. (Author/MLW)

  15. A Survey on the Use of the Abacus in Residential Schools.

    Science.gov (United States)

    Steinbrenner, Arthur H.; And Others

    1980-01-01

    The article surveys the practices in residential schools for the blind concerning the use of computational devices and the types of teacher training in the use of the abacus. Consensus of facts and opinions voiced by respondents from 30 residential schools is reported. The major emphasis is on the effective use of the abacus. (Author/SBH)

  16. Registered Indian Children's School Success and Intergenerational Effects of Residential Schooling in Canada

    Directory of Open Access Journals (Sweden)

    Sacha Senécal

    2010-05-01

    Full Text Available Using the 2006 Aboriginal Peoples Survey, this study investigates factors associated with school success (as perceived by parents among off-reserve Registered Indian children aged 6 to 14 in Canada. Holding other factors constant, Registered Indian children were more likely to be doing well at school if they were living in households with high income, were living in adequately maintained dwellings, or spoke an Aboriginal language at home. Boys and older children, on the other hand, were less likely to be doing well at school, as were children who were living in larger households, experienced food insecurity, or had parents who attended residential school. Mediation analyses revealed that the negative intergenerational effect of parental residential schooling on children’s school success was partially attributable to household characteristics or economic status. Indeed, former residential school attendees were found to be more likely to live in households with a lower income, live in larger households, and report that their family had experienced food insecurity. These characteristics were, in turn, found to be negatively associated with children’s school success.

  17. School Bus Drivers Can Give Your Special Kids Special Help.

    Science.gov (United States)

    Land, Imogene

    1984-01-01

    The state of Oklahoma recently published a school bus driver manual on transporting handicapped students. Yearly inservice training sessions are recommended to teach school bus drivers communication skills, use of special equipment for physically handicapped students, and preparation for emergencies. (MLF)

  18. SUBJECT TEACHERS’ ICT COMPETENCE AS ESSENTIAL COMPONENT IN THE MODERN SPECIAL SCHOOLS

    Directory of Open Access Journals (Sweden)

    Zinaida O. Motylkova

    2014-12-01

    Full Text Available In the article there are analyzed causes that prevent schools and teachers to make full use of the opportunities that appear when using ICT. The subject teachers’ ICT competence is considered as a necessary component of modern school. The results of questionnaire of teachers’ interviews, discussions and active observations in Kyiv special residential schools (for people with hearing impairments are analyzed. It was concluded the relevance of systematic ICT inclusion in the learning process. Currently it becomes necessary to develop a system involving ICT training, purposeful preparation of teachers of special schools to use these technologies in the learning process.

  19. Special Education in High School Redesign

    Science.gov (United States)

    National High School Center, 2011

    2011-01-01

    This annotated bibliography, co-authored by the National High School Center and the National Secondary Transition Technical Assistance Center, identifies articles that address high school redesign as it relates to students with disabilities and special education's role in such initiatives. The articles are organized around the National High School…

  20. Residential Folk High Schools in Eastern Europe and the Baltic States.

    Science.gov (United States)

    Kulich, Jindra

    2002-01-01

    In Eastern Europe, Poland has the longest history of folk high schools. Although closed in Hungary during the 1950s, folk high schools have recently reemerged. There were attempts to establish them in Estonia, Lithuania, and Latvia following independence. Although the residential aspect of folk schools is desirable, economic and social conditions…

  1. REFLECTIONS ON BEHAVIORAL CRISES PREVENTION AND INTERVENTION IN SPECIAL EDUCATION SCHOOLS IN THE UNITED STATES

    Directory of Open Access Journals (Sweden)

    Roland PAULAUSKAS

    2011-04-01

    Full Text Available The development of civilization made crises an inseparable part of our lives. Crises manifest themselves in almost all social areas and organizations, including educational institutions. The goals of the article are to present a theoretical model of normal, deviant and antisocial behaviors, and discuss the psycho-social characteristics of emotionally disturbed adolescents situated in a residential special education school in the United States. The article also gives an analysis of their most prevalent behavioral crises, escalation stages, as well as nonviolent crisis prevention and intervention strategies. The methods that were used include scientific literature review, analysis of statistical information supplied from different government sources, review and analysis of student records, as well as the author’s analytical reflections in working with emotionally disturbed youngsters in residential special education schools in the United States.The results of the study indicate that scientists from different fields use different terminology to describe socially nonconforming behaviors. The author presents a theoretical model of normal, deviant and antisocial behavior that could enhance better understanding and identification of high risk situations and conduct leading to serious crises. The analysis of student records revealed that most of the adolescents situated in special education residential schools are diagnosed with a number of mental health problems. This suggests that the currently prevailing care and education paradigm in the special education residential schools should shift to a more comprehensive treatment paradigm. The article also discusses the pros and cons of nonviolent crisis intervention. It is the author’s opinion that all special education schools serving children with emotional disorders should adopt one of the nonviolent crisis intervention models and develop and implement crisis management policies, plans and procedures.

  2. From Schelling to Schools: A comparison of a model of residential segregation with a model of school segregation

    OpenAIRE

    Stoica, Victor; Flache, Andreas

    2014-01-01

    We address theoretically whether and under what conditions Schelling’s celebrated result of ‘self-organized’ unintended residential segregation may also apply to school segregation. We propose here a computational model of school segregation that is aligned with a corresponding Schelling-type model of residential segregation. To adapt the model for application to school segregation, we move beyond previous work by combining two preference arguments in modeling parents’ school choice, ...

  3. 25 CFR 39.702 - Can a school receive funds to transport residential students using commercial transportation?

    Science.gov (United States)

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false Can a school receive funds to transport residential... Eligibility for Funds § 39.702 Can a school receive funds to transport residential students using commercial transportation? A school transporting students by commercial bus, train, airplane, or other commercial modes of...

  4. The Specialized school in time of inclusion

    Directory of Open Access Journals (Sweden)

    Roseli Albino dos Santos

    2014-04-01

    Full Text Available This study has the objective to investigate the meanings about school inclusion and disability, produced by a group of professionals engaged in a specialized school located in a city in the state of São Paulo. The metodology used was semi-structured and structured interviews with the director of the institution, two pedagogical coordinators and five teachers. Data were subjected to a descriptive-interpretative analysis. The results indicated that professionals attribute the responsibility for self development, only to students with intellectual disabilities . The emphasis of the speeches falls on the inability of the student and the immutability of disability. It is observed that the narratives do not reveal critical positioning of professional educational processes involving this population. The professionals who work in specialized institution still have a conception of disability based on the inability of the student and, despite defending the right of these students to school inclusion, these professionals still manifest fear of what they will find outside the walls of the institution, revealing attitudes and overprotection ignorance of the role of specialized institution in times of inclusion. We conclude that the conceptions about intellectual disability and inclusive education presented by professionals can contribute much more to the reiteration of school exclusion, historically focused on this population than for its actual inclusion in the school system of education.

  5. From Schelling to Schools : A comparison of a model of residential segregation with a model of school segregation

    NARCIS (Netherlands)

    Stoica, Victor; Flache, Andreas

    2014-01-01

    We address theoretically whether and under what conditions Schelling's celebrated result of 'self-organized' unintended residential segregation may also apply to school segregation. We propose here a computational model of school segregation that is aligned with a corresponding Schelling-type model

  6. Impact of residential schooling and of child abuse on substance use problem in Indigenous Peoples.

    Science.gov (United States)

    Ross, Amélie; Dion, Jacinthe; Cantinotti, Michael; Collin-Vézina, Delphine; Paquette, Linda

    2015-12-01

    Residential schools were the institutions, in operation from the 19th century to the late 20th century, which Indigenous children in Canada were forced to attend. The literature shows that many young people who attended these institutions were victims of neglect and abuse. Negative psychological effects resulting from child abuse have been amply documented. However, very few studies on this subject have been carried out among Canada's Indigenous Peoples. The objective of this study is to evaluate, for an Indigenous population in Quebec (Canada), the impact of residential schooling as well as self-reported experiences of sexual and physical abuse during childhood on the development of alcohol and drug use problems in adulthood. A total of 358 Indigenous participants were interviewed (164 men [45.8%] and 194 women [54.2%]). Alcoholism was evaluated using the Michigan Alcoholism Screening Test (MAST). Drug abuse was assessed with the Drug Abuse Screening Test-20 (DAST). Child abuse and residential schooling were assessed with dichotomous questions (yes/no). Among the participants, 28.5% (n=102) had attended residential schools, 35.2% (n=121) reported having experienced sexual abuse, and 34.1% (n=117) reported having experienced physical abuse before adulthood. Results of the exact logistic regression analyses indicated that residential school attendance was linked to alcohol problems, while child abuse was related to drug use problems. The results of this study highlight the importance of considering the consequences of historical traumas related to residential schools to better understand the current situation of Indigenous Peoples in Canada. Copyright © 2015 Elsevier Ltd. All rights reserved.

  7. Primary School Children with Special Education Needs

    Directory of Open Access Journals (Sweden)

    Gavrilushkina O.P.,

    2016-12-01

    Full Text Available The paper analyses the modern situation of development in elementary school children. As it is shown, children with special educational needs display a delay in social maturation. According to the outcomes of a longitudinal study on behaviour in communicative/activity situations in normally developing children and children with disabilities, at the point of school entry the following features are prominent: incomplete decentration process; low levels of verbal regulation of actions; underdeveloped dialogue functions (communicative, programming, controlling/regulative; decrease in self-regulation, programming and control; lack of position dynamics in partnership etc. The paper also provides a review of the new basic professional education programme in “Correctional and Developmental Work with Children” designed in modules and based on networking. It is argued that students graduating in this programme have mastered all competencies required for working with children with special needs.

  8. Education secured? The school performance of adolescents in secure residential youth care

    NARCIS (Netherlands)

    Harder, Annemiek T.; Huyghen, Anne-Marie N.; Knot-Dickscheit, Jana; Kalverboer, Margrite E.; Köngeter, Stefan; Zeller, Maren; Knorth, Erik J.

    Despite poor school performance by adolescents in secure residential care and the potential importance of education during care, little is known about how to achieve academic success with these adolescents. Therefore, the aim of the present study is to assess adolescents' academic achievement during

  9. Assessing the Psychological Changes of Gifted Students Attending a Residential High School with an Outcome Measurement

    Science.gov (United States)

    Rollins, Marlon R.; Cross, Tracy L.

    2014-01-01

    This study examined the psychological changes that 272 students experienced while attending a residential school for gifted adolescents in the Midwest. This article shares the quantitative portion of a mixed-methods study. Outcome measurement data from the Youth Outcome Questionnaire Self-Report 2.0 (YOQ-SR) tracked students' level of…

  10. Medical Service Utilization among Youth with School-Identified Disabilities in Residential Care

    Science.gov (United States)

    Lambert, Matthew C.; Trout, Alexandra L.; Nelson, Timothy D.; Epstein, Michael H.; W. Thompson, Ronald

    2016-01-01

    Background: Behavioral, social, emotional, and educational risks among children and youth with school identified disabilities served in residential care have been well documented. However, the health care needs and medical service utilization of this high-risk population are less well known. Given the risks associated with children with…

  11. Student Bedtimes, Academic Performance, and Health in a Residential High School.

    Science.gov (United States)

    Wernette, Maliah J; Emory, Jan

    2017-08-01

    Inadequate sleep among adolescents is considered an epidemic in the United States. Late night bedtimes could be an important factor in academic performance and health with consequences continuing throughout adulthood. The purpose of this study was to explore the relationships between late night bedtimes, academic performance (grade point average [GPA]), and utilization of health care (school nurse visits) in a residential high school. The data were collected from archival records for one academic semester. The statistical analysis employed the nonparametric Pearson's correlation coefficient ( r) with the standard level of significance (α = .05). Positive and inverse linear relationships were found between bedtime and school nurse visits ( p academic performance. Adolescent late night bedtimes may be an important consideration for academic success and maintaining health in residential high schools.

  12. School adjustment of children in residential care: a multi-source analysis.

    Science.gov (United States)

    Martín, Eduardo; Muñoz de Bustillo, María del Carmen

    2009-11-01

    School adjustment is one the greatest challenges in residential child care programs. This study has two aims: to analyze school adjustment compared to a normative population, and to carry out a multi-source analysis (child, classmates, and teacher) of this adjustment. A total of 50 classrooms containing 60 children from residential care units were studied. The "Método de asignación de atributos perceptivos" (Allocation of perceptive attributes; Díaz-Aguado, 2006), the "Test Autoevaluativo Multifactorial de Adaptación Infantil" (TAMAI [Multifactor Self-assessment Test of Child Adjustment]; Hernández, 1996) and the "Protocolo de valoración para el profesorado (Evaluation Protocol for Teachers; Fernández del Valle, 1998) were applied. The main results indicate that, compared with their classmates, children in residential care are perceived as more controversial and less integrated at school, although no differences were observed in problems of isolation. The multi-source analysis shows that there is agreement among the different sources when the externalized and visible aspects are evaluated. These results are discussed in connection with the practices that are being developed in residential child care programs.

  13. Associations between children's diets and features of their residential and school neighbourhood food environments.

    Science.gov (United States)

    Van Hulst, Andraea; Barnett, Tracie A; Gauvin, Lise; Daniel, Mark; Kestens, Yan; Bird, Madeleine; Gray-Donald, Katherine; Lambert, Marie

    2012-07-26

    Among studies of the built environment, few examine neighbourhood food environments in relation to children's diets. We examined the associations of residential and school neighbourhood access to different types of food establishments with children's diets. Data from QUALITY (Quebec Adipose and Lifestyle Investigation in Youth), an ongoing study on the natural history of obesity in 630 Quebec youth aged 8-10 years with a parental history of obesity, were analyzed (n=512). Three 24-hour diet recalls were used to assess dietary intake of vegetables and fruit, and sugar-sweetened beverages. Questionnaires were used to determine the frequency of eating/snacking out and consumption of delivered/take-out foods. We characterized residential and school neighbourhood food environments by means of a Geographic Information System. Variables included distance to the nearest supermarket, fast-food restaurant and convenience store, and densities of each food establishment type computed for 1 km network buffers around each child's residence and school. Retail Food Environment indices were also computed. Multivariable logistic regressions (residential access) and generalized estimating equations (school access) were used for analysis. Residential and school neighbourhood access to supermarkets was not associated with children's diets. Residing in neighbourhoods with lower access to fast-food restaurants and convenience stores was associated with a lower likelihood of eating and snacking out. Children attending schools in neighbourhoods with a higher number of unhealthful relative to healthful food establishments scored most poorly on dietary outcomes. Further investigations are needed to inform policies aimed at shaping neighbourhood-level food purchasing opportunities, particularly for access to fast-food restaurants and convenience stores.

  14. Inclusion: The Role of Special and Mainstream Schools

    Science.gov (United States)

    Shaw, Anne

    2017-01-01

    For children with special educational needs, seeds were sown for the move away from segregated settings to inclusion in mainstream settings following the 1978 Warnock Report. However, the "special versus mainstream school" debate was re-ignited in 2005 when Warnock recommended a more significant role for special schools than previously…

  15. Job Satisfaction Amongst Teachers at Special Needs Schools

    Science.gov (United States)

    Strydom, Louise; Nortjé, Nico; Beukes, Roelf; Esterhuyse, Karel; van der Westhuizen, Jeanne

    2012-01-01

    The aim of this study was to establish the level of job satisfaction amongst teachers at special schools. Teachers in special schools need to cope with curriculum changes, the administrative duties that come with these changes, and the learners with their diverse needs. Learners with special needs require a specific educational programme and also…

  16. Job satisfaction amongst teachers at special needs schools ...

    African Journals Online (AJOL)

    The aim of this study was to establish the level of job satisfaction amongst teachers at special schools. Teachers in special schools need to cope with curriculum changes, the administrative duties that come with these changes, and the learners with their diverse needs. Learners with special needs require a specific ...

  17. Counselors and Special Educators in Rural Schools Working Together to Create a Positive School Community

    Science.gov (United States)

    Thornton, Frank

    2018-01-01

    School counselors and special educators in rural areas working together can be a powerful team to help schools create a positive school community. In one rural school community, they partnered with faculty and staff to implement a School Wide Positive Behavior support program to improve student outcomes. The counselor and special educator, through…

  18. School's out: pathways for young people with intellectual disabilities from out-of-area residential schools or colleges.

    Science.gov (United States)

    Heslop, P; Abbott, D

    2007-07-01

    Previous research, and official guidance, has suggested that planning for the transition between children's and adults' services is failing young people with intellectual disabilities and their families in the UK. Youngsters placed away from home in residential schools or colleges are likely to be at even greater risk of poor transition planning and outcomes, yet there is little understanding of what factors parents consider contribute to a smoother transition and what a satisfactory outcome would be. The parents of 15 young people from five areas of the UK were interviewed about what they thought contributed to a satisfactory pathway for their son or daughter from an out-of-area residential school or college on to the next phase of their life. Parents identified four main process issues: being well-connected with other parents or with key professionals; being proactive; having sufficient information; and good forward planning. Most considered a good outcome to be if the young person was happy, fulfilled and stimulated. Parents were clear about what they thought helped, and there was little disagreement between their views. While some of these factors have been previously identified regarding the transition of disabled youngsters, they raise some unique issues for families with a youngster educated in an out-of-area residential school or college.

  19. Undergraduate education in special needs dentistry in Malaysian and Australian dental schools.

    Science.gov (United States)

    Ahmad, Mas S; Razak, Ishak A; Borromeo, Gelsomina L

    2014-08-01

    Meeting the oral health care needs of the growing population of people with special health care needs (SHCN) starts with dental students' acquisition of sound knowledge and development of clinical competence at the predoctoral level. The aim of this study was to review the level of undergraduate education in Special Needs Dentistry (SND) in Malaysian and Australian dental schools. The deans of all six Malaysian public dental schools and eight of nine Australian dental schools participated in a postal survey on current undergraduate didactic and clinical training in SND at their institutions. The results showed the number of dental schools in Malaysia with teaching in SND as a specific discipline was relatively low compared to that of Australia. However, a high percentage of Malaysian and Australian dental schools reported incorporating teaching of SND into pediatric dentistry (83.3 percent vs. 75 percent), oral medicine/oral pathology (66.7 percent vs. 75 percent), and oral surgery (66.7 percent vs. 25 percent). Most respondents said their school delivered SND clinical training in dental school clinics, hospital-based settings, and residential aged care facilities. Respondents in both countries viewed lack of faculty expertise as the greatest barrier to providing SND education. The study provides valuable information that can direct SND curriculum development in the two countries.

  20. Proceedings of the First ANDROID Residential Doctoral School

    DEFF Research Database (Denmark)

    Perera, Srinath; Henriksen, Hans Jorgen; Revez, Alexandra Lima

    2013-01-01

    The Doctoral School initiative which was set up by the ANDROID network is a core element of the overall project that aims to strengthen the link between research and teaching in the area of disaster resilience. The mixed teaching space that we have developed as part of this ongoing project has...... attempted to encourage and promote the work of doctoral students in this field. This volume brings together the contributions of all the doctoral researchers taking part in the RDS (2013) in to a set of full edited proceedings. The papers collated here demonstrate the richness and interdisciplinary nature...... of research topics and problems being addressed by disaster resilience researchers. The submissions cover a wide spectrum of topics such as risk assessment, post-disaster reconstruction, vulnerability, collaborative management, gender issues and communication barriers....

  1. High School Sport Specialization Patterns of Current Division I Athletes.

    Science.gov (United States)

    Post, Eric G; Thein-Nissenbaum, Jill M; Stiffler, Mikel R; Brooks, M Alison; Bell, David R; Sanfilippo, Jennifer L; Trigsted, Stephanie M; Heiderscheit, Bryan C; McGuine, Timothy A

    Sport specialization is a strategy to acquire superior sport performance in 1 sport but is associated with increased injury risk. Currently, the degree of high school specialization among Division I athletes is unknown. College athletes will display increased rates of specialization as they progress through their high school careers. Descriptive epidemiological study. Level 4. Three hundred forty-three athletes (115 female) representing 9 sports from a Midwest Division I University completed a previously utilized sport specialization questionnaire regarding sport participation patterns for each grade of high school. McNemar and chi-square tests were used to investigate associations of grade, sport, and sex with prevalence of sport specialization category (low, moderate, high) (a priori P ≤ 0.05). Specialization increased throughout high school, with 16.9% (n = 58) and 41.1% (n = 141) of athletes highly specialized in 9th and 12th grades, respectively. Football athletes were less likely to be highly specialized than nonfootball athletes for each year of high school ( P grade level ( P > 0.23). The majority of Division I athletes were not classified as highly specialized throughout high school, but the prevalence of high specialization increased as athletes progressed through high school. Nonfootball athletes were more likely to be highly specialized than football athletes at each grade level. Most athletes who are recruited to participate in collegiate athletics will eventually specialize in their sport, but it does not appear that early specialization is necessary to become a Division I athlete. Athletes should be counseled regarding safe participation in sport during high school to minimize injury and maximize performance.

  2. High School Sport Specialization Patterns of Current Division I Athletes

    Science.gov (United States)

    Post, Eric G.; Thein-Nissenbaum, Jill M.; Stiffler, Mikel R.; Brooks, M. Alison; Bell, David R.; Sanfilippo, Jennifer L.; Trigsted, Stephanie M.; Heiderscheit, Bryan C.; McGuine, Timothy A.

    2016-01-01

    Background: Sport specialization is a strategy to acquire superior sport performance in 1 sport but is associated with increased injury risk. Currently, the degree of high school specialization among Division I athletes is unknown. Hypothesis: College athletes will display increased rates of specialization as they progress through their high school careers. Study Design: Descriptive epidemiological study. Level of Evidence: Level 4. Methods: Three hundred forty-three athletes (115 female) representing 9 sports from a Midwest Division I University completed a previously utilized sport specialization questionnaire regarding sport participation patterns for each grade of high school. McNemar and chi-square tests were used to investigate associations of grade, sport, and sex with prevalence of sport specialization category (low, moderate, high) (a priori P ≤ 0.05). Results: Specialization increased throughout high school, with 16.9% (n = 58) and 41.1% (n = 141) of athletes highly specialized in 9th and 12th grades, respectively. Football athletes were less likely to be highly specialized than nonfootball athletes for each year of high school (P 0.23). Conclusion: The majority of Division I athletes were not classified as highly specialized throughout high school, but the prevalence of high specialization increased as athletes progressed through high school. Nonfootball athletes were more likely to be highly specialized than football athletes at each grade level. Clinical Relevance: Most athletes who are recruited to participate in collegiate athletics will eventually specialize in their sport, but it does not appear that early specialization is necessary to become a Division I athlete. Athletes should be counseled regarding safe participation in sport during high school to minimize injury and maximize performance. PMID:27807260

  3. How Special Are Teachers of Specialized Schools? Assessing Self-Confidence Levels in the Technology Domain

    Science.gov (United States)

    Çatma, Zehra; Corlu, Mehmet Sencer

    2016-01-01

    This study investigates whether specialized high school mathematics teachers, chosen to educate selected students, are mentally ready to integrate Fatih project technologies into their teaching. Forty mathematics teachers from randomly selected specialized and general high schools in Ankara responded to a survey comprising 31 items grouped under…

  4. Children with Intellectual Disabilities and Special School Education in Ghana

    Science.gov (United States)

    Kassah, Bente Lilljan Lind; Kassah, Alexander Kwesi; Phillips, Deborah

    2018-01-01

    Even though Ghana has embraced international calls for mainstream education, many children with intellectual disabilities still receive education in segregated special schools. This article discusses the views of seven informants on the importance of special schools in Ghana. After securing the consent of our informants, we conducted in-depth…

  5. Special Milk Program

    Science.gov (United States)

    US Department of Agriculture, 2009

    2009-01-01

    The Special Milk Program provides milk to children in schools, child care institutions and eligible camps that do not participate in other Federal child nutrition meal service programs. The program reimburses schools and institutions for the milk they serve. In 2008, 4,676 schools and residential child care institutions participated, along with…

  6. Modelling Inclusive Special Needs Education: Insights from Dutch Secondary Schools

    Science.gov (United States)

    Van der Bij, T.; Geijsel, F. P.; Garst, G. J. A.; Ten Dam, G. T. M.

    2016-01-01

    Inclusive special needs education is prominent on the international education agenda. Research on the characteristics of inclusive education for students with special needs and schools providing this is scarce, however. Our aim in the present study was therefore to further theory-building with regard to inclusive special needs education. On the…

  7. [Childhood Experiences of Adolescents in Boarding Schools. A Comparison with Adolescents in Residential Care and with the General Population].

    Science.gov (United States)

    Rau, Thea; Ohlert, Jeannine; Fegert, Jörg M; Andresen, Sabine; Pohling, Andrea; Allroggen, Marc

    2018-01-01

    Childhood Experiences of Adolescents in Boarding Schools. A Comparison with Adolescents in Residential Care and with the General Population Various studies indicate that students in boarding schools experience a lot of violence during their accommodation. However, it is not proved whether adolescents in boarding schools are also a burdensome group regarding early childhood experiences such as neglect and abuse. The aim of the study was to find out more about the experiences of adolescents in boarding schools and to determine whether there are differences between adolescents in residential care and between the general population. Furthermore, it should be examined whether boys and girls differ in their experiences. In the study, adolescents of boarding schools and of residential care all over Germany, starting at the age of 15 (n = 322), were asked regarding physical and emotional neglect/abuse, light/severe parent violence, negative/positive educational behavior of the parents. The results show that students in boarding schools were less likely to be affected by childhood maltreatment and more likely to have experienced positive parental behavior compared to children in residential care. Compared to the general population, students in boarding schools were more often and more severely affected by parental violence. Moreover, girls had experienced parental violence more often than boys. The results indicate that in boarding schools there is a need for support offers for adolescents with a history of violent experiences and that the risk group should be identified directly at the admission to the school.

  8. High School Sport Specialization Patterns of Current Division I Athletes

    OpenAIRE

    Post, Eric G.; Thein-Nissenbaum, Jill M.; Stiffler, Mikel R.; Brooks, M. Alison; Bell, David R.; Sanfilippo, Jennifer L.; Trigsted, Stephanie M.; Heiderscheit, Bryan C.; McGuine, Timothy A.

    2016-01-01

    Background: Sport specialization is a strategy to acquire superior sport performance in 1 sport but is associated with increased injury risk. Currently, the degree of high school specialization among Division I athletes is unknown. Hypothesis: College athletes will display increased rates of specialization as they progress through their high school careers. Study Design: Descriptive epidemiological study. Level of Evidence: Level 4. Methods: Three hundred forty-three athletes (115 female) rep...

  9. School outcomes of children with special health care needs.

    Science.gov (United States)

    Forrest, Christopher B; Bevans, Katherine B; Riley, Anne W; Crespo, Richard; Louis, Thomas A

    2011-08-01

    To examine the associations between having a special health care need and school outcomes measured as attendance, student engagement, behavioral threats to achievement, and academic achievement. A total of 1457 children in the fourth through sixth grades from 34 schools in 3 school districts and their parents provided survey data; parents completed the Children With Special Health Care Needs Screener. School records were abstracted for attendance, grades, and standardized achievement test scores. Across 34 schools, 33% of children screened positive for special health care needs. After adjusting for sociodemographic and school effects, children with special health care needs had lower motivation to do well in school, more disruptive behaviors, and more frequent experiences as a bully victim. They experienced significantly lower academic achievement, as measured by grades, standardized testing, and parental-assessed academic performance. These findings were observed for children who qualified as having a special health care need because they had functional limitations attributed to a chronic illness or a behavioral health problem but not for those who qualified only because they took prescription medications. Specific subgroups of children with special health care needs are at increased risk for poor school outcomes. Health and school professionals will need to collaborate to identify these children early, intervene with appropriate medical and educational services, and monitor long-term outcomes.

  10. The politics and power in caregiving for identity: insights for Indian residential school truth and reconciliation.

    Science.gov (United States)

    Kershaw, Paul; Harkey, Tammy

    2011-01-01

    The authors examine the politics of caregiving for identity to enrich scholarship about power. They report on a qualitative study with Aboriginal mothers who parent in the wake of the Canadian Indian residential schools (IRS). Just as this system disrupted familial caregiving to assimilate Aboriginal Peoples, data show some mothers now strive to organize their caregiving in ways that serve decolonization and community empowerment. Building on their expertise, the authors argue that counter-colonial family policy investments to support such caregiving should factor in any just compensation for the IRS system if its population, and not just individual, costs are to be redressed.

  11. Racial Residential Segregation of School-Age Children and Adults: The Role of Schooling as a Segregating Force

    Directory of Open Access Journals (Sweden)

    Ann Owens

    2017-02-01

    Full Text Available Neighborhoods are critical contexts for children’s well-being, but differences in neighborhood inequality among children and adults are understudied. I document racial segregation between neighborhoods among school-age children and adults in 2000 and 2010 and find that though the racial composition of children’s and adults’ neighborhoods is similar, exposure to own-age neighbors varies. Compared with adults’ exposure to other adults, children are exposed to fewer white and more minority, particularly Hispanic, children. This is due in part to compositional differences, but children are also more unevenly sorted across neighborhoods by race than adults. One explanation for higher segregation among children is that parents consider school options when making residential choices. Consistent with this hypothesis, I find that school district boundaries account for a larger proportion of neighborhood segregation among children than among adults. Future research on spatial inequality must consider the multiple contexts differentially contributing to inequality among children and adults.

  12. 75 FR 41796 - National School Lunch, Special Milk, and School Breakfast Programs, National Average Payments...

    Science.gov (United States)

    2010-07-19

    ... average cost of a half-pint of milk (the total cost of all milk purchased during the claim period divided... schools and residential child care institutions for the period July 1, 2010 through June 30, 2011 reflect... are in effect from July 1, 2010 through June 30, 2011. Due to a higher cost of living, the average...

  13. 76 FR 43256 - National School Lunch, Special Milk, and School Breakfast Programs, National Average Payments...

    Science.gov (United States)

    2011-07-20

    ... average cost of a half-pint of milk (the total cost of all milk purchased during the claim period divided... schools and residential child care institutions for the period July 1, 2011 through June 30, 2012 reflect... are in effect from July 1, 2011 through June 30, 2012. Due to a higher cost of living, the average...

  14. 77 FR 43232 - National School Lunch, Special Milk, and School Breakfast Programs, National Average Payments...

    Science.gov (United States)

    2012-07-24

    ... average cost of a half-pint of milk (the total cost of all milk purchased during the claim period divided... schools and residential child care institutions for the period July 1, 2012 through June 30, 2013 reflect... for afterschool snacks served in afterschool care programs; the breakfast National Average Payment...

  15. 78 FR 45178 - National School Lunch, Special Milk, and School Breakfast Programs, National Average Payments...

    Science.gov (United States)

    2013-07-26

    ... average cost of a half-pint of milk (the total cost of all milk purchased during the claim period divided... schools and residential child care institutions for the period July 1, 2013 through June 30, 2014 reflect... Child Nutrition Act of 1966 (42 U.S.C. 1773) establishes National Average Payment Factors for free...

  16. [Disclosure of Adolescents in Residential Care Institutions and Boarding Schools after Exposure to Sexual Violence].

    Science.gov (United States)

    Rau, Thea; Ohlert, Jeannine; Fegert, Jörg M; Allroggen, Marc

    2016-11-01

    Disclosure of Adolescents in Residential Care Institutions and Boarding Schools after Exposure to Sexual Violence In international research, many papers exist about the issue of disclosure after having experienced sexual violence. However, specific research regarding disclosure processes of children and adolescents in institutional care are missing, even though those are particularly often affected by sexual violence. In the Germany-wide study "Sprich mit!", adolescents from the age of 15 up (n = 322; average age 16,69 (SD = 1,3); 57,1 % males) who live in residential care or boarding schools were asked for experiences of sexual violence and their consequences by means of a self-report questionnaire. Results showed that the majority of the adolescents (82 %) entrusted themselves to someone, mostly towards peers (56 %) and less frequent towards adults (24 %). Boys and girls opened up equally often, regardless of the severity of the experienced violence. Adolescents who entrusted themselves towards their peers indicated retrospectively more satisfaction than those entrusting themselves towards adults, even if there were no consequences following the disclosure. Considering that the disclosure towards peers did not initiate a process of help, adolescents in institutional care should be better informed about relevant possibilities to entrust themselves and receive support.

  17. Mathematics Dispositions of Secondary School Students with Special Educational Needs

    Science.gov (United States)

    Kalambouka, Afroditi; Pampaka, Maria; Omuvwie, Michael; Wo, Lawrence

    2016-01-01

    The aim of this paper was to shed more light on the attitudes and dispositions to mathematics education of secondary school students with special educational needs (SEN) in mainstream schools. The data were collected as part of a larger project in England which looked at the relationship between students' learning outcomes (including dispositions)…

  18. Deaf Culture and Competing Discourses in a Residential School for the Deaf: "Can Do" versus "Can't Do"

    Science.gov (United States)

    O'Brien, Catherine A.; Placier, Peggy

    2015-01-01

    From an ethnographic case study of a state-funded residential school for the Deaf, the authors employed Critical Discourse Analysis to identify competing discourses in the talk of educators. These discourses are embedded in the historical oppression and labeling of deaf people as disabled and the development of Deaf culture as a counter-discourse.…

  19. Building Bridges between the School and the Home: Understanding the Literacy Practices of Children Living in Residential Care

    Science.gov (United States)

    Tan, Jennifer Poh Sim

    2015-01-01

    Research has consistently shown that children in residential care fall behind at school. This proves a great challenge for educators who have to cater to the students' needs to ensure no one is left behind. Studies investigating family literacy practices of different social classes show a positive implication if the home literacy practices are…

  20. Community Adaptation of Youth Accessing Residential Programs or a Home-Based Alternative: School Attendance and Academic Functioning

    Science.gov (United States)

    Frensch, Karen; Cameron, Gary; Preyde, Michele

    2009-01-01

    Caregivers of 210 youth receiving residential treatment (RT) or intensive family services (IFS) in Ontario were interviewed about the long term community adaptation of youth after leaving these programs. School attendance and academic functioning data at admission, discharge, and 12-18 months post-discharge were analyzed to explore predictors of…

  1. Understanding school travel : how residential location choice and the built environment affect trips to school.

    Science.gov (United States)

    2010-01-01

    This project investigates issues related to parents decisions about childrens school transportation. This has become an important area : of research due to the growing concerns that increased reliance on private automobile in school travel has ...

  2. Model of Providing Assistive Technologies in Special Education Schools.

    Science.gov (United States)

    Lersilp, Suchitporn; Putthinoi, Supawadee; Chakpitak, Nopasit

    2015-05-14

    Most students diagnosed with disabilities in Thai special education schools received assistive technologies, but this did not guarantee the greatest benefits. The purpose of this study was to survey the provision, use and needs of assistive technologies, as well as the perspectives of key informants regarding a model of providing them in special education schools. The participants were selected by the purposive sampling method, and they comprised 120 students with visual, physical, hearing or intellectual disabilities from four special education schools in Chiang Mai, Thailand; and 24 key informants such as parents or caregivers, teachers, school principals and school therapists. The instruments consisted of an assistive technology checklist and a semi-structured interview. Results showed that a category of assistive technologies was provided for students with disabilities, with the highest being "services", followed by "media" and then "facilities". Furthermore, mostly students with physical disabilities were provided with assistive technologies, but those with visual disabilities needed it more. Finally, the model of providing assistive technologies was composed of 5 components: Collaboration; Holistic perspective; Independent management of schools; Learning systems and a production manual for users; and Development of an assistive technology center, driven by 3 major sources such as Government and Private organizations, and Schools.

  3. An evaluation of the student and tutor experience of a residential summer school event (OPTIMAX)

    International Nuclear Information System (INIS)

    Higgins, Robert; Robinson, Leslie; Hogg, Peter

    2014-01-01

    Aim: To explore the experiences of students and tutors who participated in a residential multi-cultural and multi-professional 3 week summer school event (OPTIMAX). Method: A grounded theory approach was adopted. Two semi-structured focus group interviews (student and tutor) were conducted to explore participant experiences. Both focus groups were audio recorded and then transcribed and coded to identify the main themes and draw conclusions. Results: Inductive coding defined categories and sub-categories to explore the relationships within and between the two sets of focus group data. Discussion: OPTIMAX was seen a positive experience by both students and tutors and provided an opportunity to undertake team learning with peers from different countries or professional backgrounds. However, consideration needs to be given to team size and tutor leadership. Summary: By participating with international collaborative projects such as this, there is an opportunity to develop learning and explore current practices within radiography. - Highlights: • We explored the experiences of students and tutors during a summer school event. • This was a multi-cultural and multi-professional event. • It was found to be a valuable learning experience by both students and tutors. • Key to this was collaborative team learning by students. • However, consideration needs to be given to team size and tutor leadership

  4. Gilles de la Tourette's syndrome in special education schools: a United Kingdom study.

    Science.gov (United States)

    Eapen, V; Robertson, M M; Zeitlin, H; Kurlan, R

    1997-06-01

    In order to determine the prevalence of tic disorders in children with severe school problems requiring a residential facility and comparison groups of children in regular day schools, we performed direct clinical examinations for the presence of tics and Gilles de la Tourette's syndrome (GTS) in 20 children from a residential school for emotional and behavioral difficulties (EBD); 25 children from a residential school for learning disabilities; 17 "problem" children (PC) (identified by teachers as having academic or behaviour problems) and 19 normal children (NC) selected at random (using random numbers) from a regular school. Of the EBD students, 65% were judged to have definite tics as compared with 24% of students with learning difficulties (P education and that this association is particularly robust for children with severe school problems. In these children, the presence of tics may be an indicator of an underlying dysfunction of neurological development.

  5. Unmet Needs of Children with Special Health Care Needs in a Specialized Day School Setting

    Science.gov (United States)

    Aruda, Mary M.; Kelly, Mary; Newinsky, Karina

    2011-01-01

    Children with Special Health Care Needs (CSHCN) represent a significant component of the pediatric population. They often present to schools with multiple and increasingly complex health issues, including medical technology dependency. Their daily variation in health status requires close monitoring and communication among caregivers. Limited…

  6. Investigating the Experiences of Special School Visual Arts Teachers

    African Journals Online (AJOL)

    conducted in Cantonese1. Each participant was inter-. 1 The Chinese dialect spoken by most Hong Kong people. .... of counselling, caretaking or even parenting (a number of special school students are orphans). The bonding ... lity) to decide on the content for her Chinese character design. Ping could choose between a.

  7. Investigating the Experiences of Special School Visual Arts ...

    African Journals Online (AJOL)

    This paper reports on a recent hermeneutic phenomenological study aimed at understanding the experiences of special school teachers in Hong Kong, and specifically visual arts teachers tasked with teaching students with intellectual disabilities. Illustrating the use of a phenomenological research method, the paper ...

  8. The knowledge-conversion process in a specialized school

    Directory of Open Access Journals (Sweden)

    Frederico Cesar Mafra Pereira

    2007-11-01

    Full Text Available This article present the knowledge-conversion process in a small business company located in Belo Horizonte (MG - study of case in a specialized school -, using the theoretical referencial of the four knowledge-conversion processes (NONAKA and TAKEUCHI, 1997.

  9. Latin American and Caribbean dental schools: teaching about special needs.

    Science.gov (United States)

    Smitley, Michelle G; Waldman, H Barry; Perlman, Steven P; Ocanto, Romer A

    2009-04-01

    Assess the extent of the teaching of care for individuals with special needs in schools of dentistry in Latin America and the Caribbean (LAC), and deans and program directors' willingness to introduce such programmatic modules into the curricula. The survey instrument (a short-answer questionnaire modeled from the U.S. Curriculum Assessment of Needs Project) was delivered to a survey sample gleaned from all LAC dental schools listed in the World Health Organization (WHO) World Directory of Medical Schools through a Web-based survey tool that delivered the questionnaire via e-mail and stored and displayed responses graphically and in real time. Schools with incorrect or insufficient e-mail/contact information or a primary working language other than Spanish or Portuguese were excluded from the study. A total of three attempts (by e-mail and telephone) were made to follow up nonrespondents. More than half of the 142 respondents indicated their students were receiving less than 5 hours of didactic training and less than 5 hours of clinical training in the care of individuals with special needs. Of these 142 respondents, 23% and 30%, respectively, reported that no curricula hours were needed for didactic or clinical training focused exclusively on care of individuals with special needs. Emphasis on the difficulties in developing such programs was placed on lack of faculty experienced in the care of patients with special needs. There is a need for increased didactic and clinical preparation of graduates of LAC dental schools in the care of individuals with special health needs.

  10. Coping patterns in special school staff: demographic and organizational factors.

    Science.gov (United States)

    Adams, J; Dudenhöffer, S; Claus, M; Kimbel, R; Letzel, S; Rose, D-M

    2016-03-01

    Teachers' mental health is commonly discussed in organizational health studies, but studies in special schools are rare. Work-related coping and experience patterns (WCEPs) have been shown to be associated with mental health and intentions to leave. The influence of organizational factors on coping patterns has not been examined. To assess the distribution of WCEPs in special school staff and to identify potential influencing factors. We surveyed a sample of teachers and educational staff in 13 German special schools using the WCEP questionnaire and COPSOQ (Copenhagen Psychosocial Questionnaire). Of 245 teachers and 417 educational staff contacted, 114 teachers (47%) and 252 educational staff (60%) responded, an overall response rate of 55% (366/662). Coping patterns of special school staff were classified as unambitious (30%), excessively ambitious (7%), resigned (17%), healthy-ambitious (12%) or unclassifiable (34%). Furthermore we found several significant relations with demographic and organizational factors. For example, the resigned pattern is associated with age [Exp(B) 1.12; 95% CI 1.05-1.19], emotional demands [Exp(B) 1.07; 95% CI 1.01-1.12], work-family conflict [Exp(B) 1.07; 95% CI 1.03-1.10] and bullying [Exp(B) 1.04; 95% CI 1.00-1.08]. Since emotional and social factors are associated with risky (excessively ambitious or resigned) and unambitious coping patterns in special school teachers and educational staff, interventions should focus on them. Further research could explore causal relations and observe the development of coping styles over time. © The Author 2015. Published by Oxford University Press on behalf of the Society of Occupational Medicine. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  11. Professional orientation of pupils attending special elementary school

    OpenAIRE

    Bělová, Iva

    2012-01-01

    This diploma thesis approaches the development of an idea that mentally challenged pupils form about their future employment and introduces aspects that are involved in such process. This is applied to all ages of students with mild mental disability who attend the Primary Special School in Chabařovice. Another goal is to cover the level and the rate of success of pre-vocational training at this school. The thesis is divided into two parts. The theoretical part deals with the explanation of t...

  12. [National survey on school lunches and demand of special diets].

    Science.gov (United States)

    Martínez Álvarez, J R; García Alcón, R; Villarino Marín, A; Serrano Morago, L; Marrodán Serrano, Ma D

    2012-01-01

    It is well known that to improve the feeding of the students it would improve its health and wellbeing, contributing to the reduction of the risk of chronic diseases in adults. In Spain, this is especially important considering the data of prevalence of infantile obesity. To know the number of users of school cafeterias in Spain as well as different considerations on its management, nutritional supervision and the number of special diets served to students with specific requirements due to pathologies or other causes. The II national Survey has been realized on school cafeterias: 7,710 used daily by 678,587 users. They provide near the 2.8% of special diets (allergies 38.9%, other pathologies 23.2%, religious causes 26.7% causes and celiac disease 11.1%). The numbers of prevalence of obesity and infantile overweight indicate that it is necessary to improve the diet of the students.

  13. Disrupting the Continuities Among Residential Schools, the Sixties Scoop, and Child Welfare: An Analysis of Colonial and Neocolonial Discourses

    Directory of Open Access Journals (Sweden)

    Holly A. McKenzie

    2016-04-01

    Full Text Available In Canada, it is estimated that 3 times as many Indigenous children are currently in the care of the state compared to when the residential schools’ populations were at their peak. It is imperative that action be taken. This article explores the continuities among residential schools, the Sixties Scoop, and child welfare in Canada today. In particular, we examine how colonial and neocolonial discourses operate through and justify these policies and practices. We propose nine policy recommendations, which aim to transform child welfare and support Indigenous families to care for their children. Although transformative policy change is unlikely within this neocolonial and neoliberal climate, the recent change in federal leadership has made it more possible to move these policy recommendations forward.

  14. Diagnosing, special education and ‘learnification’ in Danish schools

    DEFF Research Database (Denmark)

    Hamre, Bjørn

    2016-01-01

    This article focuses on a discussion of diagnosing, special education, and ‘learnification’ in a Danish school context in which the increasing use of diagnosis is analysed as resulting from the ideas of normality that are associated with the construction of the pupil as a learner. I argue...... that diagnosis in schools can be seen as the shadow side of the articulation and management of learning through schools’ requirements for pupils. This article is based on my analysis of files produced by educational psychologists. Learning and diagnosis, I argue, constitute two different, but parallel, ways...... of looking at being a pupil in school, each of which represents conceptions of deviance and normality. The article’s methodological point of departure draws on a Foucauldian-influenced analysis of diagnosing and learning in education....

  15. Causes of blindness in a special education school.

    Science.gov (United States)

    Onakpoya, O H; Adegbehingbe, B O; Omotoye, O J; Adeoye, A O

    2011-01-01

    Blind children and young adults have to overcome a lifetime of emotional, social and economic difficulties. They employ non-vision dependent methods for education. To assess the causes of blindness in a special school in southwestern Nigeria to aid the development of efficient blindness prevention programmes. A cross-sectional survey of the Ekiti State Special Education School, Nigeria was conducted in May-June 2008 after approval from the Ministry of Education. All students in the blind section were examined for visual acuity, pen-torch eye examination and dilated fundoscopy in addition to taking biodata and history. Thirty blind students with mean age of 18±7.3 years and male: female ratio of 1.7:1 were examined. Blindness resulted commonly from cataract eight (26.7%), glaucoma six (20%) retinitis pigmentosa four (16.7%) and posttraumatic phthysis bulbi two (6.7%). Blindness was avoidable in 18 (61%) of cases. Glaucoma blindness was associated with redness, pain, lacrimation and photophobia in 15 (50%) and hyphaema in 16.7% of students; none of these students were on any medication at the time of study. The causes of blindness in rehabilitation school for the blind are largely avoidable and glaucoma-blind pupils face additional painful eye related morbidity during rehabilitation. While preventive measures and early intervention are needful against childhood cataract and glaucoma, regular ophthalmic consultations and medications are needed especially for glaucoma blind pupils.

  16. An Analysis of Associations between Residential and School Mobility and Educational Outcomes in South African Urban Children: The Birth to Twenty Cohort

    Science.gov (United States)

    Ginsburg, Carren; Richter, Linda M.; Fleisch, Brahm; Norris, Shane A.

    2011-01-01

    Using data from Birth to Twenty, a cohort of South African urban children, the current paper investigates the relationships between residential and school mobility and a set of educational outcomes. The findings provide some evidence of a positive association between changes in residence and numeracy and literacy scores, and school mobility was…

  17. PARENTS' AND TEACHERS' ATTITUDES TO INCLUSION A CHILD WITH SPECIAL EDUCATIONAL NEEDS TO SCHOOL

    OpenAIRE

    LINHARTOVÁ, Iva

    2011-01-01

    The diploma thesis deals with education of pupils with special educational needs in common elementary schools as well as in special elementary schools. It defines special educational needs of these pupils (syndrome ADHD/ADD, specific learning disabilities, cerebral palsy, autism, epilepsy, mental retardation, hearing impairment, combined disorders) and searches attitudes of parents and teachers to inclusion of pupils with special educational needs in common elementary schools as well as in sp...

  18. Music education in first triad of special school with lower educational standard

    OpenAIRE

    Štrbenk, Jurij

    2012-01-01

    Music education has an important influence on holistic and balanced development on students in special schools with lower educational standard. It is important that special educators are aware of this fact and that they are competent to teach music. While teaching music in special school with lower educational standard, special educators must take into consideration the basic principles of special education as well as professional and educational principles of music education. The principle ...

  19. Consumer Preferences for Psychological Report Contents in a Residential School and Center for the Mentally Retarded.

    Science.gov (United States)

    Isett, Robert; Roszkowski, Michael

    1979-01-01

    Results of a survey of staff of a short-term residential facility serving mentally retarded clients indicate that recommendations and social competency information are perceived to be the most important sections of psychological reports while projective test personality interpretation and IQ test results are considered to have the least value.…

  20. 25 CFR 39.705 - Are schools eligible for transportation funds to transport special education students?

    Science.gov (United States)

    2010-04-01

    ... Funds § 39.705 Are schools eligible for transportation funds to transport special education students? Yes. A school that transports a special education student from home to a treatment center and back to... 25 Indians 1 2010-04-01 2010-04-01 false Are schools eligible for transportation funds to...

  1. Pathways to an Elite Education: Exploring Strategies to Diversify NYC's Specialized High Schools. Policy Brief

    Science.gov (United States)

    Corcoran, Sean P.; Baker-Smith, Christine

    2015-01-01

    New York City's specialized high schools have a long history of offering a rigorous, college preparatory, public education to some of NYC's highest-achieving students. Despite enrolling only a small fraction of the City's high school students, the specialized schools have become a powerful symbol in a larger public debate about educational equity.…

  2. Exploring Specialized STEM High Schools: Three Dissertation Studies Examining Commonalities and Differences across Six Case Studies

    Science.gov (United States)

    Tofel-Grehl, Colby

    2013-01-01

    This dissertation is comprised of three independently conducted analyses of a larger investigation into the practices and features of specialized STEM high schools. While educators and policy makers advocate the development of many new specialized STEM high schools, little is known about the unique features and practices of these schools. The…

  3. Nuclear science and technology, a four-week residential summer program for high school rising seniors at NCSU

    International Nuclear Information System (INIS)

    Stam, E.

    1992-01-01

    In 1982, the North Carolina State University (NCSU) Department of Nuclear Engineering (NE Department) established a 2-week residential summer program on nuclear science and technology for high school rising seniors to stimulate their interest in nuclear engineering as a career. The program was designed with the following goals in mind: (1) to expose the students to mathematics and science fundamentals, which are essential for a career in science or engineering; (2) to demonstrate the use of nuclear energy and nuclear techniques in areas that affect the well being, technical progress, and the shape of our society; (3) to acquaint the students with the resources of NCSU when contemplating a career in science of engineering; and (4) to provide a relaxed setting for student-faculty interaction, which can provide motivation and guidance toward a career in science or engineering and ease the transition from high school to college

  4. Online schools and children with special health and educational needs: comparison with performance in traditional schools.

    Science.gov (United States)

    Thompson, Lindsay A; Ferdig, Rick; Black, Erik

    2012-04-30

    In the United States, primary and secondary online schools are institutions that deliver online curricula for children enrolled in kindergarten through 12th grade (K-12). These institutions commonly provide opportunities for online instruction in conjunction with local schools for students who may need remediation, have advanced needs, encounter unqualified local instructors, or experience scheduling conflicts. Internet-based online schooling may potentially help children from populations known to have educational and health disadvantages, such as those from certain racial or ethnic backgrounds, those of low socioeconomic status, and children with special health care needs (CSHCN). To describe the basic and applied demographics of US online-school users and to compare student achievement in traditional versus online schooling environments. We performed a brief parental survey in three states examining basic demographics and educational history of the child and parents, the child's health status as measured by the CSHCN Screener, and their experiences and educational achievement with online schools and class(es). Results were compared with state public-school demographics and statistical analyses controlled for state-specific independence. We analyzed responses from 1971 parents with a response rate of 14.7% (1971/13,384). Parents of online-school participants were more likely to report having a bachelor's degree or higher than were parents of students statewide in traditional schools, and more of their children were white and female. Most notably, the prevalence of CSHCN was high (476/1971, 24.6%) in online schooling. Children who were male, black, or had special health care needs reported significantly lower grades in both traditional and online schools. However, when we controlled for age, gender, race, and parental education, parents of CSHCN or black children reported significantly lower grades in online than in traditional schooling (adjusted odds ratio [a

  5. The Identification by Teachers of Special Educational Needs in Primary School Pupils and Factors Associated with Referral to Special Education

    Science.gov (United States)

    Smeets, Ed; Roeleveld, Jaap

    2016-01-01

    This paper addresses the identification of pupils with special educational needs (SEN) in mainstream primary schools by their teachers. Data were analysed from two consecutive measurement occasions of a large cohort study in the Netherlands. The types and severity of pupils' problems, and their school careers were studied. Around 25% of the pupils…

  6. [Children with learning disabilities and handicaps in inclusive schools or in special schools? The view of parents and professionals].

    Science.gov (United States)

    Bode, H; Hirner, V

    2013-03-01

    To investigate the view of parents and professionals on sending children with special educational needs to inclusive schools. 54 preschool children in the year before school entry and 155 school children attending a Social Pediatric Center. They displayed motor-, mental-, speech- or sensory handicaps, learning or behavioral disabilities. Questionnaires for parents of preschool- and of school children and questionnaires for the professional caring for the child were evaluated and compared. Parental expectations, experiences concerning school and the severity of disability were determined. 135 pupils attended special schools and 20 integrative schools. The parents were generally very content with both types of schools despite the fact that 33% of parents had not have a free choice of the school. They had a positive attitude to inclusive education. Preference for inclusive schooling decreased with increasing severity of the child's disability. The severity of disability was rated similar by parents and by professionals. Parents of preschool children tended more often and parents of school children less often than professionals towards sending the individual child to an inclusive school. Some parents of children with special educational needs would like to send their child to a special school, others prefer inclusive schools. It is paramount to improve the professional advice and guidance to parents since parental options to choose the school for their child are increasing in Germany. © Georg Thieme Verlag KG Stuttgart · New York.

  7. Do discrimination, residential school attendance and cultural disruption add to individual-level diabetes risk among Aboriginal people in Canada?

    Science.gov (United States)

    Dyck, Roland F; Karunanayake, Chandima; Janzen, Bonnie; Lawson, Josh; Ramsden, Vivian R; Rennie, Donna C; Gardipy, P Jenny; McCallum, Laura; Abonyi, Sylvia; Dosman, James A; Episkenew, Jo-Ann; Pahwa, Punam

    2015-12-09

    Aboriginal peoples in Canada (First Nations, Metis and Inuit) are experiencing an epidemic of diabetes and its complications but little is known about the influence of factors attributed to colonization. The purpose of this study was to investigate the possible role of discrimination, residential school attendance and cultural disruption on diabetes occurrence among First Nations adults. This 2012/13 cross sectional survey was conducted in two Saskatchewan First Nations communities comprising 580 households and 1570 adults. In addition to self-reported diabetes, interviewer-administered questionnaires collected information on possible diabetes determinants including widely recognized (e.g. age, sex, lifestyle, social determinants) and colonization-related factors. Clustering effect within households was adjusted using Generalized Estimating Equations. Responses were obtained from 874 (55.7 %) men and women aged 18 and older living in 406 (70.0 %) households. Diabetes prevalence was 15.8 % among women and 9.7 % among men. In the final models, increasing age and adiposity were significant risk factors for diabetes (e.g. OR 8.72 [95 % CI 4.62; 16.46] for those 50+, and OR 8.97 [95 % CI 3.58; 22.52] for BMI 30+) as was spending most time on-reserve. Residential school attendance and cultural disruption were not predictive of diabetes at an individual level but those experiencing the most discrimination had a lower prevalence of diabetes compared to those who experienced little discrimination (2.4 % versus 13.6 %; OR 0.11 [95 % CI 0.02; 0.50]). Those experiencing the most discrimination were significantly more likely to be married and to have higher incomes. Known diabetes risk factors were important determinants of diabetes among First Nations people, but residential school attendance and cultural disruption were not predictive of diabetes on an individual level. In contrast, those experiencing the highest levels of discrimination had a low prevalence of

  8. Inheritance as Intimate, Implicated Publics: Building Practices of Remembrance with Future Teachers in Response to Residential School Survivor Testimonial Media and Literature

    Science.gov (United States)

    Taylor, Lisa

    2014-01-01

    In this article, I contextualize and outline my use of testimonial literature, including orature, by residential school survivors in a preservice course focused on building practices of witness-­as-study (Simon & Eppert, 2005). My theorization of the course curriculum and pedagogy draws on key texts by Roger Simon as a means of proposing…

  9. Bureaucrats, Budgets, and the BIA: Segmentary Opposition in a Residential School

    Science.gov (United States)

    Colfer, Carol J. Pierce

    1975-01-01

    The article describes the political system which operates in an American Indian school and discusses the striking analogy between the school's bureaucratic structure and operation and the structure and operation of a segmentary lineage system. (AUTHOR/NQ)

  10. Schooling of students with disabilities and the family, school and special education public administrators interrelationships

    Directory of Open Access Journals (Sweden)

    Edson Pantaleao Alves

    2014-04-01

    Full Text Available This paper aims to evince the implications of the social knowledge reframing process related to disabled people educability in the family, school and special education public administrators. It articulates results of two researches that focused on Special Education policies of Espirito Santo. The former research approached the relations between specialized institutions and regular school and based itself on the ethnographical research perspective. The later focused on continued training of Special Education public administrators and assumed the collaborative critical action research assumptions. Both used data collection instruments such as: questionnaire, semi-structured interview, document studies and group dynamics. The data analysis embraced Norbert Elias’ Figurational Sociology assumptions, fundamentally, the notion of knowledge and its implications on the distribution of power chances process in the human inter-relationships. The data indicate that social inclusion knowledge, when accessed in different ways by the research participants, assumes sense and meaning that empower questioning concerning situations that limit the educational process of student with disabilities. It was concluded that in modern societies the inter-relationships between parents and educational professionals based on social knowledge reframing about disabled people educability are engendering other emotional necessities on these people, on their relatives and on teaching professionals, changing the power balance between their inter-relations.

  11. Responsibilities of Special Educators in Rural Schools: A Latent Class Analysis

    Science.gov (United States)

    Weiss, Margaret P.; Petrin, Robert A.; Farmer, Thomas W.

    2014-01-01

    Despite the importance of special educators in the current era of educational reform, there is no overarching portrait of special educators' roles, especially in rural schools where the provision of services is especially challenging. Using latent class analysis and data from a national sample of rural school districts, we identified four distinct…

  12. Approaching an Extended Role for Meeting Special Educational Needs in High Schools.

    Science.gov (United States)

    Mills, Keith

    1988-01-01

    The paper looks at staffing issues in meeting special educational needs in high schools in Manchester, United Kingdom. The concerns of Heads of Departments (N=26) included improved training and inservice, their extended roles within their schools, the support role of special needs staff, and the need for more planning and evaluation. (Author/DB)

  13. An Analysis of Teacher Sorting in Secondary Special Education and Alternative Schools

    Science.gov (United States)

    Mason-Williams, Loretta; Gagnon, Joseph Calvin

    2017-01-01

    This study provides nationally representative information about the qualifications and preparation of secondary content and special education teachers in special education and alternative school settings, as compared with teachers in regular schools. Findings demonstrate that a statistically significant relationship did not exist between school…

  14. Education Empowerment Model for the Disabled Learners: A Case Study at Cicendo School for Special Education

    Science.gov (United States)

    Kamil, Mustofa; Shantini, Yanti; Sardin

    2015-01-01

    This paper originates from a study conducted to examine the challenges faced by the Schools for Special Education (SLB) in their effort to empower people living with disabilities. The study aimed: 1) to describe the stages involved in the education for empowerment of the disabled groups through schools for special education, 2) to present an…

  15. Meeting Students' Special Needs in Catholic Schools: A Report from the USA

    Science.gov (United States)

    Scanlan, Martin

    2017-01-01

    Students experience a wide array of special needs, from diagnosed disabilities to cultural and linguistic barriers to traumas. Schools around the world and across public and private sectors struggle to provide optimal opportunities to learn for students experiencing special needs. Moreover, schools typically engage in these efforts in isolation…

  16. Teachers' Attitude and Competence in the Use of Assistive Technologies in Special Needs Schools

    Science.gov (United States)

    Onivehu, Adams Ogirima; Ohawuiro, Onyiyeche Emilia; Oyeniran, Bunmi Juliana

    2017-01-01

    This study examined teachers' attitude and competence in the use of assistive technologies in special needs schools. The descriptive survey method was employed for the study among 100 teachers who were drawn using purposive sampling technique from special needs schools in Osun State, Nigeria. Six research questions were generated while four…

  17. Adaptive Skills and Maladaptive Behavior of Adolescents with Autism Spectrum Disorders Attending Special Schools in Singapore

    Science.gov (United States)

    Poon, Kenneth K.

    2011-01-01

    This study describes the profile of and relationships between adaptive skills and the maladaptive behaviors exhibited by adolescents with autism spectrum disorders (ASD) attending special schools in Singapore. Parents of 20 adolescents with ASD attending special schools completed the Development Behavior Checklist (DBC; Einfeld & Tonge, 1995;…

  18. Public and Private School Principals' Knowledge of Special Education Law

    Science.gov (United States)

    Boyd, Marie Nicole

    2018-01-01

    The purpose of this study is to examine the knowledge of special education law held by public and private school principals as the law pertains to providing the appropriate services to students with disabilities. Numerous studies have investigated public school principals' level of preparation, training, and role within in special education law.…

  19. School Health Programs in Australia - A Special Insert.

    Science.gov (United States)

    Nader, Philip R.; Rissel, Chris; Rowling, Louise; Marshall, Bernard J.; Sheehan, Margaret M.; Northfield, Jeff R.; Maher, Shelley; Carlisle, Rachel; St. Leger, Lawrence H.; Stewart, Donald E.; Parker, Elizabeth; Gillespie, Amaya; Stokes, Helen; Mukherjee, Dev; Nutbeam, Don; Mitchell, Anne; Ollis, Debbie; Watson, Jan

    2000-01-01

    Eight papers on Australia's school health programs discuss: creating health promoting schools in the United States; intersectoral collaboration for developing a national framework for health promoting schools; school-based health promotion nationwide; auditing health promoting schools policy documentation; the nature of health service/school…

  20. Improving School Bus Safety. Transportation Research Board Special Report 222.

    Science.gov (United States)

    National Academy of Sciences - National Research Council, Washington, DC. Transportation Research Board.

    While school buses transport more passengers per trip, the rate of occupant fatalities per mile driven for school buses is one-quarter that for passenger cars. Nevertheless, the public expects school districts and other school bus operators to take all reasonable precautions to protect children as they travel to and from school. Although a variety…

  1. Children with Special Educational Needs in the Netherlands: Number, Characteristics and School Career

    Science.gov (United States)

    van der Veen, Ineke; Smeets, Ed; Derriks, Mechtild

    2010-01-01

    Background: Several barriers are hampering the provision of adequate education to students with special educational needs in mainstream primary schools. It is not clear how many and which students in the Netherlands are considered children with special educational needs. The problems that make teachers consider children to have special educational…

  2. Causes of Educational Segregation in Sweden--School Choice or Residential Segregation

    Science.gov (United States)

    Yang Hansen, Kajsa; Gustafsson, Jan-Eric

    2016-01-01

    The aims of the study were to examine changes in school segregation across different types of municipalities between 1998 and 2011 in Sweden, and to explore the extent to which these changes are the consequences of school choice. Multilevel models were applied to register data using a counterfactual approach. The results showed that school…

  3. The prevalence and management of epilepsy in secondary school pupils with and without special educational needs.

    Science.gov (United States)

    Swiderska, N; Gondwe, J; Joseph, J; Gibbs, J

    2011-01-01

    The objectives of this paper were to (i) determine the prevalence of epilepsy (including the various epilepsies and epilepsy syndromes) in a secondary school population; and (ii) compare the management of epilepsy between secondary school pupils with and without special educational needs. Retrospective observational study of a 250, 000 population (West Cheshire Health District). Pupils attending secondary school with epilepsy over a 1-year period were identified from the local Child Health Computer, school nurse and DGH records. Health records were examined to determine the prevalence, characteristics and management of the epilepsy, and the presence of any special educational needs, other learning difficulties or physical disability. The prevalence of epilepsy was 4.1 per 1000, being 10 times higher among adolescents who had special educational needs. Pupils with epilepsy and special educational needs had more poorly controlled epilepsy, but did not have a higher number of focal seizures nor were they taking a greater number of anti-epileptic drugs. A physical disability occurred five times more often in those with special educational needs and epilepsy. While epilepsy in pupils at mainstream school without special educational needs was better controlled, one-fifth of these subjects had poorly controlled epilepsy and a few also had physical disabilities. Epilepsy is more challenging to control in adolescents with special educational needs attending special schools. However, some pupils in mainstream secondary schools had poorly controlled epilepsy even when they did not have recognized special educational needs. Health and education professionals working across the range of secondary school environments need to be able to support pupils with challenging epilepsy, many of whom will also have special educational needs and some a physical disability, as an increasing number of adolescents with these difficulties are being placed in mainstream schools. © 2010

  4. Intersections between School Reform, the Arts, and Special Education: The Children Left Behind

    Science.gov (United States)

    Hourigan, Ryan M.

    2014-01-01

    Arts education and special education within public schools have faced similar challenges in the wake of school reform. Services and programming have been reduced, leaving a larger gap in resources and accessibility. Because of loopholes in policy, new reform initiatives such as vouchers and charter schools will continue to marginalize students…

  5. School Health Services for Children with Special Health Care Needs in California

    Science.gov (United States)

    Baker, Dian L.; Hebbeler, Kathleen; Davis-Alldritt, Linda; Anderson, Lori S.; Knauer, Heather

    2015-01-01

    Children with special health care needs (CSHCN) are at risk for school failure when their health needs are not met. Current studies have identified a strong connection between school success and health. This study attempted to determine (a) how schools meet the direct service health needs of children and (b) who provides those services. The study…

  6. School Personnel Perceptions of Students with Disabilities: A Study of Special Education Student Discipline

    Science.gov (United States)

    Davis, Charles Bernard

    2015-01-01

    The purpose of this study was to gain an understanding of high school principal, special education teacher, and key school personnel perceptions of the process that leads to disciplining students with disabilities. Case Study methodology was used to ascertain the perceptions of eleven participants employed at a Mid-Western high school,…

  7. Special Needs Assistants--The Special Characteristic and Strength of the School System of Finland

    Science.gov (United States)

    Mäensivu, Kati-Tuulia; Uusiautti, Satu; Määttä, Kaarina

    2012-01-01

    The contribution of special needs assistants (SNA) is becoming increasingly important in inclusive and special classrooms. However, the profession itself has remained unexplored. The purpose of this article is to describe special needs assistants' perceptions on their education, professional competence, the content and significance of their work…

  8. Prevalence of Malnutrition in a Rural Residential Sanskrit School in Baglung, Nepal.

    Science.gov (United States)

    Amatya, B; Shrestha, N

    2017-01-01

    Under-nutrition is a condition in which there is inadequate consumption, poor absorption or excessive loss of nutrients. Nepal still faces high chronic as well as acute under-nutrition in children. The following study was conducted a Sanskrit school in rural Baglung to find the prevalence of malnutrition among the children which could reflect the nutritional status of the community. Out of 60 students admitted to the school, only 43 were present at the time when we collected our data. Weight was measured with a standard weighing scale and standing height with a measuring tape attached to the wall. Data were filled up in proforma, entered in Microsoft Excel 2013 and were analyzed and indicators calculated with SPSS version 20 using WHO Child Growth Reference data for 5-19 years and macros. Stunting (Z score Sanskrit school where the study was conducted.

  9. Special Education Staffing and Service Models in Christian Schools

    Science.gov (United States)

    Lane, Julie M.

    2017-01-01

    Christian schools are not obligated to accept children with disabilities. However, the growing trend in Christian schools is to serve children with disabilities. Recent literature has begun to identify enrollment trends, areas of disability served, and professional development in Christian schools as it relates to disability. Literature exists…

  10. Perspectives on Specialization in School Psychology Training and Practice

    Science.gov (United States)

    Reynolds, Cecil R.

    2011-01-01

    School psychology is a professional practice specialty in the broader field of the profession of psychology. As such, the discipline of school psychology must meet certain standards and criteria to retain its identity and official designation as a professional specialty. Likewise, practitioners of school psychology are professionals themselves and…

  11. Residential Interior Design as Complex Composition: A Case Study of a High School Senior's Composing Process

    Science.gov (United States)

    Smagorinsky, Peter; Zoss, Michelle; Reed, Patty M.

    2006-01-01

    This research analyzed the composing processes of one high school student as she designed the interiors of homes for a course in interior design. Data included field notes, an interview with the teacher, artifacts from the class, and the focal student's concurrent and retrospective protocols in relation to her design of home interiors. The…

  12. Neither Confirmed nor Denied: Special School Provision in New Zealand's Special Education 2000 Policy

    Science.gov (United States)

    McMenamin, Trish

    2014-01-01

    Special Education 2000 (SE2000), New Zealand's first official special education policy, declared the aim of achieving a "world class inclusive education system". It would seem that, by implication at least, the intention of the policy was to achieve full inclusion of all disabled children in mainstream educational settings and thus,…

  13. School-sport cooperation, special heroes ASE 2016

    NARCIS (Netherlands)

    dr. Remo Mombarg; Bake Dijk; Dinant Roode

    2016-01-01

    In deze presentatie wordt verteld wat het nationaal sportstimuleringsproject Special Heroes inhoudt en hoe de kwaliteit van de uitkomsten van dit project verbeterd kunnen worden. De presentatie begint met een introductie van het Hanze Instituut voor Sportstudies waarna er verteld wordt over Special

  14. Dutch special education schools for children with learning disabilities in the interwar period

    NARCIS (Netherlands)

    van Drenth, Annemieke; van Essen, Mineke

    2011-01-01

    In this article Copeland's model of visualising the classification of children with learning disabilities is applied in examining the development of special education schools in the Netherlands during the interwar period. Central are three intertwined social practices: the teacher's professionalism

  15. Communication Strategies Used by Physical Education Teachers and Coaches in Residential Schools for the Deaf in the U.S.

    Directory of Open Access Journals (Sweden)

    Kurková Petra

    2016-05-01

    Full Text Available The purpose of this study was to determine what communication and instructional techniques including coaching strategies were being implemented by coaches and physical education (PE teachers working in residential or day schools for the deaf throughout the U. S. Further, to share this information with coaches and PE teachers in general education classrooms. Questionnaire was answered electronically from 32 coaches and PE teachers (38 % return rate. Topics in the survey included: a types of sports/PE classes; b mode of communication used; c coaching and teaching techniques; d coaching and teaching strategies; e breakdowns in communication; f advice to new coaches a teachers starting out in the field. Advice for new coaches, who had not previously worked with the individuals who are deaf or hard of hearing (D/HH, six themes emerged: become fluent in ASL, remember to get the student’s attention before you start signing, use a lot of modelling, role playing, and videos (when needed, keep it simple, stress the fundamentals and insist on repetition until skills are mastered, and be flexible, each player will learn differently. Our results suggest that targeted and adapted communication strategies in PE and physical activities play important role for individuals who are D/HH.

  16. The Longitudinal Effects of Residential Mobility on the Academic Achievement of Urban Elementary and Middle School Students

    Science.gov (United States)

    Voight, Adam; Shinn, Marybeth; Nation, Maury

    2012-01-01

    Residential stability matters to a young person's educational development, and the present housing crisis has disrupted the residential stability of many families. This study uses latent growth-curve modeling to examine how changing residences affects math and reading achievement from third through eighth grade among a sample of urban elementary…

  17. Self-Esteem of Deaf and Hard of Hearing Students in Regular and Special Schools

    Science.gov (United States)

    Lesar, Irena; Smrtnik Vitulic, Helena

    2014-01-01

    The study focuses on the self-esteem of deaf and hard of hearing (D/HH) students from Slovenia. A total of 80 D/HH students from regular and special primary schools (grades 6-9) and from regular and special secondary schools (grades 1-4) completed the Self-Esteem Questionnaire (Lamovec 1994). For the entire group of D/HH students, the results of…

  18. A school-based programme for tobacco and alcohol prevention in special education: effectiveness of the modified 'healthy school and drugs' intervention and moderation by school subtype

    NARCIS (Netherlands)

    Turhan, Abdullah; Onrust, Simone; ten Klooster, Peter M.; Pieterse, Marcel E.

    2017-01-01

    AIMS: To test the effectiveness of the Healthy School and Drugs (HSD) programme on tobacco and alcohol use in Dutch secondary special education (SE) schools, and whether this depends upon subtypes of SE schools and the level of implementation. DESIGN: In a quasi-experimental design with baseline and

  19. Including Students with Special Educational Needs in Rocky Mountain Region Catholic Schools' Regular Education Programs

    Science.gov (United States)

    Hall, Jill Ann Perry

    2013-01-01

    Through a consensual qualitative research and phenomenological approach, this study explored the function of serving students in Catholic schools with special educational needs. Utilizing a survey, a breadth of data were collected from teachers and administrators on the incidence of special educational needs, services available, accommodations and…

  20. Preparing Pre-Service Special Education Teachers in Urban School Settings to Teach Content Literacy Strategies

    Science.gov (United States)

    Becker, Kristin A.

    2013-01-01

    The purpose of this concurrent mixed-method study was to explore how special education intern teachers, placed in an urban secondary special education school setting developed an ability to implement content literacy strategies after completion of a professional development graduate seminar and internship experience. This was done by studying both…

  1. Children with special educational needs in the Netherlands: number, characteristics and school career

    NARCIS (Netherlands)

    van der Veen, I.; Smeets, E.; Derriks, M.

    2010-01-01

    Background: Several barriers are hampering the provision of adequate education to students with special educational needs in mainstream primary schools. It is not clear how many and which students in the Netherlands are considered children with special educational needs. The problems that make

  2. Principle's and expert team's perception of teamwork with children with special needs in elementary school

    OpenAIRE

    Cehner, Alenka

    2016-01-01

    The basis of this final thesis is principle's and expert team's perception of teamwork with children with special needs in elementary school. In theoretical part we define the terms integration and inclusion. Furthermore, we present the legal basis for work with children with special needs and describe the 5-stage model of help for children with special needs. We also describe principles of teamwork. The 5-stage model of help anticipates intensive aid in class and afternoon class, social w...

  3. Early Single-Sport Specialization: A Survey of 3090 High School, Collegiate, and Professional Athletes

    OpenAIRE

    Buckley, Patrick S.; Bishop, Meghan; Kane, Patrick; Ciccotti, Michael C.; Selverian, Stephen; Exume, Dominique; Emper, William; Freedman, Kevin B.; Hammoud, Sommer; Cohen, Steven B.; Ciccotti, Michael G.

    2017-01-01

    Background: Youth participation in organized sports in the United States is rising, with many athletes focusing on a single sport at an increasingly younger age. Purpose: To retrospectively compare single-sport specialization in current high school (HS), collegiate, and professional athletes with regard to the rate and age of specialization, the number of months per year of single-sport training, and the athlete?s perception of injury related to specialization. Study Design: Cross-sectional s...

  4. School Health Services for Children With Special Health Care Needs in California.

    Science.gov (United States)

    Baker, Dian L; Hebbeler, Kathleen; Davis-Alldritt, Linda; Anderson, Lori S; Knauer, Heather

    2015-10-01

    Children with special health care needs (CSHCN) are at risk for school failure when their health needs are not met. Current studies have identified a strong connection between school success and health. This study attempted to determine (a) how schools meet the direct service health needs of children and (b) who provides those services. The study used the following two methods: (a) analysis of administrative data from the California Basic Educational Data System and (b) a cross-sectional online survey of 446 practicing California school nurses. Only 43% of California's school districts employ school nurses. Unlicensed school personnel with a variety of unregulated training provide school health services. There is a lack of identification of CSHCN, and communication barriers impair the ability to deliver care. Study results indicate that California invests minimally in school health services. © The Author(s) 2015.

  5. Myths about Changing Schools and the Case of Special Education.

    Science.gov (United States)

    Cuban, Larry

    1996-01-01

    The idea that schools seldom change is debunked as a myth and discussed in terms of two types of change (incremental and fundamental) that have marked the history of public schools. This myth has also affected the education of children with disabilities, particularly concerning judgment of the success or failure of innovations. Suggestions for…

  6. 'It's Not Easy': School Nurse Pain Assessment Practices for Students with Special Needs.

    Science.gov (United States)

    Quinn, Brenna L

    2016-04-01

    Assessing pain in children with special needs presents unique challenges for school nurses, as no evidence-based or clinical standards to guide practices have been established for use in the school setting. Additionally, school nurse staffing has not kept pace with the growth in the population of children with special needs, which has increased by 60% since 2002. The aim of this study was to explore school nurses' pain assessment practices for students with special needs. A cross-sectional study was conducted via the web. Participants/Subjects: Of 3,071 special needs school nurses invited, 27% participated (n = 825). STATA13 was used to analyze descriptive statistics, while content analysis was performed in NVIVO 10. The majority of participants assessed pain in students with special needs using objective assessments (97.34%) and consultations with teachers (91.09%) and parents (88.64%). School nurses utilize pain assessment methods used previously in other practice areas, and rated pain assessment practices at the low benchmark of adequate. Overall, school nurses assess pain by selecting approaches that are best matched to the abilities of the student with special needs. When assessing students with special needs, nurses should utilize objective clinical assessments, teacher consultations, and parent input scales. In addition to continuing education, policies facilitating lower nurse-to-student ratios are needed to improve pain assessment practices in the school setting. Research to understand the perspectives of nurses, teachers, parents, and students is needed to support the creation of evidence-based policies and procedures. Copyright © 2016 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.

  7. Training Public School Special Educators to Implement Two Functional Analysis Models

    Science.gov (United States)

    Rispoli, Mandy; Neely, Leslie; Healy, Olive; Gregori, Emily

    2016-01-01

    The purpose of this study was to investigate the efficacy and efficiency of a training package to teach public school special educators to conduct functional analyses of challenging behavior. Six public school educators were divided into two cohorts of three and were taught two models of functional analysis of challenging behavior: traditional and…

  8. Transition for a Student with Special Educational Needs from Primary to Secondary School in Hong Kong

    Science.gov (United States)

    Forlin, Chris; Sin, Kenneth Kuen-Fung; Maclean, Rupert

    2013-01-01

    In this paper the authors employ a case study approach to investigate the transition process for a student with special educational needs from a Hong Kong subsidised primary school into a secondary school. An analysis of transcripts from individual and focus group interviews with the student, his parents, his 4 primary teachers and his 10…

  9. Special Theory of Relativity in South Korean High School Textbooks and New Teaching Guidelines

    Science.gov (United States)

    Gim, Jinyeong

    2016-01-01

    South Korean high school students are being taught Einstein's Special Theory of Relativity. In this article, I examine the portrayal of this theory in South Korean high school physics textbooks and discuss an alternative method used to solve the analyzed problems. This examination of how these South Korean textbooks present this theory has…

  10. Teachers' Perceptions of Students with Special Education Needs in Cameroon Secondary Schools

    Science.gov (United States)

    Arrah, Rosemary Oneke; Swain, Kristine D.

    2014-01-01

    This study examined teachers' perceptions of including students with special education needs in Cameroon secondary schools. Teachers (N = 130) from five secondary government, denominational or lay private schools in Buea subdivision of Cameroon, Africa, completed a 26-item survey. The survey was analyzed using descriptive statistics, t-tests, and…

  11. Assisting Learners with Special Needs in a Regular Classroom at a Parochial School.

    Science.gov (United States)

    Ehens, Cynthia; Gates, Jill

    This action research study was designed to improve the academic performance of students with special needs in two elementary school classrooms in a parochial school setting. Cooperative learning and curriculum modifications were selected as interventions. Cooperative groups were formed which emphasized teamwork and communication with assigned…

  12. Investing in Collaboration: Preservice Special Educators and Their Readiness for Home School Collaboration

    Science.gov (United States)

    Latunde, Yvette; Louque, Angela

    2012-01-01

    Home-school collaborations offer the promise of increased social and academic outcomes for students with disabilities. This qualitative study examines the practices of 25 preservice special education teachers and their implementation of state standards to collaborate with families of children with disabilities in schools during student teaching.…

  13. Urban Special Education Policy and the Lived Experience of Stigma in a High School Science Classroom

    Science.gov (United States)

    Hale, Chris

    2015-01-01

    In this paper, I provide a window into the lived experience of a group of urban high school science students confronted with the stigma associated with special education, disability, and academic failure and present tools to understanding the ideological forces and institutional structures that undermine the ability of schools to create a culture…

  14. Health Promotion Practices and Attitudes among Nurses in Special Education Schools in Greece

    Science.gov (United States)

    Alexandropoulou, Marianthi; Sourtzi, Panayota; Kalokerinou, Athena

    2010-01-01

    Published research concerning health promotion in Greek schools is limited. The aim of the study was to evaluate special education school nurses' involvement in health promotion activities, examine their attitudes toward it, and to explore the factors influencing their practices. A cross-sectional survey was carried out in 2005 by mailed…

  15. Urban special education policy and the lived experience of stigma in a high school science classroom

    Science.gov (United States)

    Hale, Chris

    2015-12-01

    In this paper, I provide a window into the lived experience of a group of urban high school science students confronted with the stigma associated with special education, disability, and academic failure and present tools to understanding the ideological forces and institutional structures that undermine the ability of schools to create a culture of care and inclusion of children with disabilities. With the purpose of understanding the context of these students' tainted social status within the school community, I draw connections between the ideological bipolarity and ambiguity of federal and state special education law and the lack of moral commitment at the local level to including and protecting the rights of children with disabilities in New York City schools. An important element of this paper is an exploration of a decade of neoliberal reform in the New York City Department of Education and the meticulously documented failure of New York City's special education system to provide mandated services, adequately include special education students, and generally protect the rights of children with disabilities. I conclude that the ableism embedded in special education law and a lack of meaningful enforcement renders special education regulations intangible to administrators whereas neoliberal performance benchmarks are extremely salient due to the dire consequences for schools of not meeting them.

  16. School Library Media Specialist Collaboration with Special Education Personnel in Support of Student Learning

    Directory of Open Access Journals (Sweden)

    Lesley S. J. Farmer

    2009-06-01

    Full Text Available Objective – The objective of this study was to identify factors for effective collaboration between school library media specialists and special education personnel in support of student learning.Methods – A review method was used to examine illustrative studies of collaboration.Results – The analysis revealed studies that represented a variety of methodologies: survey, observation, interview, action research, and participatory ethnography. The review identified cross-study factors that facilitate collaboration between school library media specialists and special educators: shared knowledge via cross-training and regular professional interaction, effective communication skills, and effective educational team planning and co-teaching of meaningful learning activities.Conclusion – The study concluded that school library media specialists and special education personnel need to share their knowledge and expertise about the effective use of appropriate resources and services for students with special needs.

  17. Prevalence of stuttering in regular and special school populations in Belgium based on teacher perceptions.

    Science.gov (United States)

    Van Borsel, John; Moeyaert, Jozefien; Mostaert, Charlotte; Rosseel, Rijke; Van Loo, Evy; Van Renterghem, Tineke

    2006-01-01

    The purpose of this study was to investigate stuttering prevalence in Flanders, the northern part of Belgium. Using questionnaires distributed among teachers, data were collected on 21,027 pupils from regular schools (age between 6 and 20 years) and 1,272 pupils attending special education (age between 6 and 15 years). The overall prevalence in the regular school population was 0.58%. It was 2.28% in the special school population. In agreement with past studies, stuttering prevalence was higher in males than in females, and higher in pupils attending special schools than in pupils from regular schools. The tendency for stuttering prevalence to decrease with increasing age was confirmed too, but not in the pupils of special schools. Additionally, the pupils of regular schools showed a pattern that was contrary to the general belief that the male-to-female ratio in stuttering prevalence increases with age. Results further indicate that the commonly cited stuttering prevalence figure of 1% is a generalization that requires interpretation.

  18. Special Education Enrollment and Classification in Louisiana Charter Schools and Traditional Schools. REL 2018-288

    Science.gov (United States)

    Wolf, Patrick J.; Lasserre-Cortez, Shannon

    2018-01-01

    Charter schools are public schools authorized to operate with some independence from district or state public school regulations, while still being held accountable for student outcomes. Like traditional schools operated by school districts, charter schools are free and are intended to be open to all students who desire to attend. This study…

  19. Epidemiological survey of epilepsy in the special school population in the city of Buenos Aires. A comparison with mainstream schools.

    Science.gov (United States)

    Somoza, Manuel J; Forlenza, Raul H; Brussino, Marta; Centurión, Estela

    2009-01-01

    Previous studies in special schools have shown a high prevalence of epilepsy, which is strongly associated with cerebral palsy and severe mental retardation. The conditions regulating school placement have also been described in those studies. In the City of Buenos Aires, information is known only for mainstream schools. To determine the prevalence and characteristics of epilepsy in special schools and to compare results with common primary education settings. A cross-sectional study was carried out in special schools in the City of Buenos Aires, by adopting the same definitions, diagnostic criteria and questionnaire as those used in a previous study in the common primary school population. Responses from 1,682 children, aged 6-16 years, residing in the City of Buenos Aires, with mental retardation, visual or hearing impairment, psychiatric disorders and motor disabilities were analyzed. A total of 121 children with epilepsy were detected. Lifetime prevalence was 71.9 per thousand and active prevalence was 64.8 per thousand (22-25 times greater than rates in mainstream schools). Prevalence was highest in girls and generalized seizures prevailed over other seizure types. Ninety-two percent of cases received antiepileptic drugs, 57.9% as a single drug treatment and 85.1% in adequate doses. Only 56% of the children with a diagnosis of epilepsy proved to be true-positive cases, and almost 40% received antiepileptic drugs for nonepileptic disorders. Malformations/degenerative disease were the most common etiology. Special schools contain clusters of children with epilepsy as a comorbid condition. False high frequency is due to misdiagnoses and unnecessary treatments. These schools are an important target for educational interventions. 2008 S. Karger AG, Basel.

  20. The Placement of Secondary School Students with Statements of Special Educational Needs in the More Diversified System of English Secondary Schooling

    Science.gov (United States)

    Norwich, Brahm; Black, Alison

    2015-01-01

    This article examines the pattern of placement of students with significant special educational needs at Statement and School Action Plus levels in English secondary schools, comparing sponsored and converter academies, maintained schools and the newly created free schools, studio schools and university technical colleges for 2013 and 2014. The…

  1. Prevalence of Sport Specialization in High School Athletics: A 1-Year Observational Study.

    Science.gov (United States)

    Bell, David R; Post, Eric G; Trigsted, Stephanie M; Hetzel, Scott; McGuine, Timothy A; Brooks, M Alison

    2016-06-01

    The prevalence of sport specialization in high school athletes is unknown. This information is needed to determine the scope of this issue in an active population. To determine the prevalence of sport specialization in high school athletes and to determine if specialization is influenced by classification method, year in school, sex, and school size. A secondary purpose was to determine if highly specialized athletes would be more likely to report a history of lower extremity injuries. Cross-sectional study; Level of evidence, 3. High school athletes between the ages of 13 and 18 years from 2 local high schools completed both a sport specialization survey and an injury history survey. Athletes were classified into low, moderate, or high specialization groups using a recently developed 3-point system and were also classified using a self-classification method. A total of 302 athletes completed the surveys and were classified as low specialization (n = 105, 34.8%), moderate specialization (n = 87, 28.8%), or high specialization (n = 110, 36.4%). Athletes from the small school were more likely to be classified in the low specialization group (low, 43%; moderate, 32%; high, 25%) compared with those from the large school (low, 26%; moderate, 26%; high, 48%) (P Athletes in the high specialization group were more likely to report a history of overuse knee injuries (n = 18) compared with moderate (n = 8) or low specialization (n = 7) athletes (P = .048). Athletes who trained in one sport for more than 8 months out of the year were more likely to report a history of knee injuries (odds ratio [OR], 2.32; 95% CI, 1.22-4.44; P = .009), overuse knee injuries (OR, 2.93; 95% CI, 1.16-7.36; P = .018), and hip injuries (OR, 2.74; 95% CI, 1.09-6.86; P = .026). Using the self-classification method, more participants self-classified as multisport (n = 213, 70.5%) than single sport (n = 89, 29.5%). Athletes from the small school were more likely to classify themselves as multisport (n

  2. Technology integration issues in a special education school in Turkey

    Directory of Open Access Journals (Sweden)

    Umit Girgin

    2011-03-01

    Full Text Available Technological advances make life easier for many students with disabilities. However, when technology isdiscussed in regard to the persons with disabilities, it usually concerns assistive technology such as hearing aids. Infact, in many contexts, information and communications technology (ICT integration can be more critical thanassistive technologies. This study was conducted in a unique school in Turkey established for children with hearingimpairment. The school uses the oral-communicative approach, emphasizing the use of hearing aids; however, thepotential for educational applications of ICT still needs further study. A research study was undertaken to establishthe opportunities for ICT integration in the classroom. The teachers were asked to complete a questionnaire on theICT integration for the school in order to establish their attitudes towards and uses of ICT in this context

  3. The Effects of School-Wide Behavior Support on Special Education Students' Achievement and Office Discipline Referrals

    Science.gov (United States)

    Dawes, Sandy

    2011-01-01

    This study investigated the effect School-Wide Positive Behavior Support had on special education students' achievement and office discipline referrals. Sixty-nine special education students from eight elementary schools participated in this study. Thirty-four participants were in the group with School-Wide Positive Behavior Support, and 35…

  4. The Implementation of School Inclusion Practices for Students with Special Needs in Israel: Teachers' Perceptions

    Science.gov (United States)

    Gavish, Bella

    2017-01-01

    The research examined how school inclusion practices for students with special needs in Israel are perceived by teachers. Participating in the study were 121 elementary and secondary teachers in 10 schools around the country. The instrument was the 50-item "Implementation of inclusion practices in schools for students with special needs"…

  5. Special Education Services Received by Students with Autism Spectrum Disorders from Preschool through High School.

    Science.gov (United States)

    Wei, Xin; Wagner, Mary; Christiano, Elizabeth R A; Shattuck, Paul; Yu, Jennifer W

    2014-11-01

    Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national datasets, the Pre-Elementary Education Longitudinal Study (PEELS), the Special Education Elementary Longitudinal Study (SEELS), and the National Longitudinal Transition Study-2 (NLTS2), this study examined the age trends in special education services received by students with ASDs from preschool through high school. Elementary-school students with ASDs had higher odds of receiving adaptive physical education, specialized computer software or hardware, and special transportation, but lower odds of receiving learning strategies/study skills support than their preschool peers. Secondary-school students had lower odds of receiving speech/language or occupational therapy and of having a behavior management program, but higher odds of receiving mental health or social work services than their elementary-school peers. Both disability severity and demographic characteristics were associated with differences in special education service receipt rates.

  6. The evacuation of schools and school facilities for children, pupils and students with special educational needs in South Bohemia

    OpenAIRE

    PAVELKOVÁ, Petra

    2015-01-01

    This thesis deals with the problems of schools and educational institutions in the South Bohemian Region in terms of their preparedness to evacuate children and students with special educational needs. This thesis assesses the preparedness and awareness of individual schools. The work is divided into two parts, a theoretical part and a research part. The theoretical part deals mainly with evacuations as a reaction on an emergence of an incident or crisis. Evacuation applies to people of all a...

  7. Special Educational Needs, Disability and School Accountability: An International Perspective

    Science.gov (United States)

    Smith, Emma; Douglas, Graeme

    2014-01-01

    Standards-based accountability approaches in education are increasingly being adopted in many industrialised countries. This tends to involve the scrutiny of student performance in national academic tests and then holding schools accountable for subsequent progress. International assessments such as Programme for International Student Assessment…

  8. Beyond Special and Regular Schooling? An Inclusive Education Reform Agenda

    Science.gov (United States)

    Slee, Roger

    2008-01-01

    Following Edward Said's (2001) observations on traveling theories this paper considers the origins of inclusive education as a field of education research and policy that is in jeopardy of being undermined by its broadening popularity, institutional adoption and subsequent adaptations. Schools were not an invention for all and subsequently the…

  9. Problems of Achieving Rehabilitation and Punishment in Special School Environments

    Science.gov (United States)

    Wiles, David K.; Rockoff, Edward

    1978-01-01

    Explores the legal implications of inschool suspension practices through consideration of individual versus institutional rights within a punitive-rehabilitative setting. Discusses the applicability of the prison hospital model to schools and argues that future legal action may challenge the viability of inschool suspension practices. (Author/JG)

  10. Ethical & Legal Issues in School Counseling. Chapter 6: Special Issues.

    Science.gov (United States)

    Sampson, James P., Jr.; And Others

    This document contains chapter 6 (5 articles) of a collection of 35 articles primarily from American Association for Counseling and Development (AACD) publications on the most important legal and ethical topics about which all school counselors need to be informed. "Ethical Issues Involved With the Use of Computer-Assisted Counseling, Testing, and…

  11. Limited access to special education services for school-aged children with developmental delay.

    Science.gov (United States)

    Twardzik, Erica; Smit, Ellen; Hatfield, Bridget; Odden, Michelle C; Dixon-Ibarra, Alicia; MacDonald, Megan

    2018-01-01

    Current policy in Oregon limits eligibility of children diagnosed with developmental delay for school-based services. Due to eligibility definitions, children with developmental delay may face additional barriers transitioning from early intervention/early childhood special education into school-based special education services. Examine the relationship between enrollment in school-based special education programs given a change in primary disability diagnosis. Logistic regression models were fit for children who enrolled in early intervention/early childhood special education services with a primary disability diagnosis of developmental delay and changed primary disability diagnosis before third grade (n=5076). Odds of enrollment in future special education were greater in children with a change in primary disability diagnosis after the age of five in comparison to children that had a change in primary disability diagnosis before the age of five, while adjusting for demographic characteristics (adjusted odds ratio: 2.37, 95% CI 1.92, 2.92). Results suggest that children who are diagnosed with a developmental delay and exit early childhood special education due to maximum age of eligibility are more likely to enroll in special education compared to children without a gap in service access. Gaps in service access during early development are associated with the need for supportive services later on in life. Copyright © 2017 Elsevier Ltd. All rights reserved.

  12. [Physical education for spina bifida children in special schools for the physically handicapped (primary school)].

    Science.gov (United States)

    Strohkendl, H; Schüle, K

    1978-01-01

    With a rate of 0.5-1/1,000 of the total number of births in West Germany, spina bifida is next to cerebral paresis one of the most frequent congenital defects. Altogether, fifty places in special schools are needed per one million of inhabitants for spina bifida children. The loss of physical unctions is comparable to that in the case of paraplegia. The variety of medical and psychological problems makes the cooperation of highly different branches of study indispensible in a rehabilitation team (neurosurgeon, neuropediatrician, urologist, orthopaedist, pediatrician, educator, social worker, physical therapist). Each team member must be informed about the complete rehabilitation plan. These children's shortage of environmental experience is mainly due to their backwardness as regards motoric development, which cannot be recovered by means of individual physical therapy alone. On the other hand, additional, specifically selected and organised physical education makes possible the necessary mobility and social experiences. By giving the children exercises suitable for their ages it is hoped to achieve a late maturation and stabilization of the personality. In choosing the exercises it is first of all necessary to go back to the so-called fundamental activities like climbing, hanging by one's hands, sliding, pushing oneself up off the ground, swinging or throwing and catching, before going on to wheel-chair sports. Wheel-chair sport promises a varied selection for group exercises (games) and for everyday use. Using the wheel-chair as sports equipment, it is possible for persons with other types of locomotive handicaps to be integrated into the group. For physical education in special schools the pupils whould be arranged into groups according to their ability in order to keep the groups as homogenous and the children's chances as equal as possible. The most important teaching criteria are in this case: the creation of a happy atmosphere, a high degree of clarity, the

  13. Diagnostic History and Treatment of School-Aged Children with Autism Spectrum Disorder and Special Health Care Needs

    Science.gov (United States)

    ... History and Treatment of School-aged Children with Autism Spectrum Disorder and Special Health Care Needs Recommend on Facebook ... children with special health care needs (CSHCN) and autism spectrum disorder (ASD) were first identified as having ASD was ...

  14. The effect of special health care needs and health status on school functioning.

    Science.gov (United States)

    Reuben, Cynthia A; Pastor, Patricia N

    2013-10-01

    Past studies have shown that specific child conditions are associated with poor school outcomes. A national health survey with noncategorical measures of health and indicators of school functioning offers the opportunity to examine this association. To compare links between two health measures (children with special health care needs and general health status) and multiple school outcomes. The analysis was based on 59,440 children aged 6-17 years from the 2007 National Survey of Children's Health. Child health was assessed using the Children with Special Health Care Needs (CSHCN) screener and a question on general health status. CSHCN were classified by the complexity of their health care needs. Indicators of school functioning included special education use, many problem reports, repeated a grade, lack of school engagement, and many missed school days. Overall 22% of children were identified as CSHCN: 13% with more complex needs (C-CSHCN) and 9% with medication use only (CSHCN-RX). Approximately 17% of children were in less than optimal health. After controlling for a child's sociodemographic characteristics C-CSHCN had an increased risk of all of the negative school outcomes compared to children without SHCN, while CSHCN-RX had an increased risk of only one school outcome (many missed school days). Children in less than optimal health were at an increased risk of all negative school outcomes compared to children in optimal health. The CSHCN screener and health status question identify related, but distinct, groups of children with worse outcomes on the indicators of school functioning. Published by Elsevier Inc.

  15. Integrating Technology in Teaching Students with Special Learning Needs in the SPED Schools in Baguio City

    Directory of Open Access Journals (Sweden)

    Marilyn L. Balmeo

    2014-08-01

    Full Text Available Leading-edge creation and development of technologies including those for the children with special learning needs found common place in the educational system. Allowably, this study’s focal point engages in the integration of technologies in the educational environments where students with special learning needs are housed. Respondents include 53 teachers employed in the special education schools in Baguio City, who were to determine the availability and effectiveness of technology in their schools and the problems encountered in the integration of technologies. Results indicate that availability and effectiveness of technologies are at limited level and that there are problems encountered in technology integration. This is significant for the achievement of the aim of students with special learning needs for they would be guided appropriately in the development of their skills with the challenges of educational attainment and life itself

  16. Normalization of muscle tone in children with cerebral palsy in special schools.

    Directory of Open Access Journals (Sweden)

    Kruglyak M.

    2011-08-01

    Full Text Available The features of using exercise to reduce muscle tone in children with cerebral palsy in training at a special school. The study involved children with cerebral palsy 7-10 years. Presents the results of evaluation of motor function and muscle tone. The efficacy of the use of physical rehabilitation for children with cerebral palsy, a positive effect of using special exercise in stretching the muscles with increased tone, improve motor function and normalization of muscle tone.

  17. The Effect of Sport Specialization on Lower Extremity Injury Rates in High School Athletes

    OpenAIRE

    McGuine, Timothy A.; Bell, David; Brooks, Margaret Alison; Hetzel, Scott; Pfaller, Adam; Post, Eric

    2017-01-01

    Objectives: Sport specialization has been shown to be associated with increased risk of musculoskeletal lower extremity injuries (LEI) in adolescent athletes presenting in clinical settings. However, the association of sport specialization and incidence of LEI has not been studied prospectively in a large population of adolescent athletes. The objective of this study was to compare the incidence of LEI in high school athletes identified as having low (LOW), moderate (MOD) or high (HIGH) level...

  18. The Role of the School Nurse in the Special Education Process: Part 2: Eligibility Determination and the Individualized Education Program.

    Science.gov (United States)

    Shannon, Robin Adair; Yonkaitis, Catherine Falusi

    2017-07-01

    This is the second of two articles outlining the professional school nurse's role in the special education process for students with disabilities. The Individuals with Disabilities in Education Improvement Act of 2004 mandates the special education process: identification, full and individual evaluation, eligibility determination, and development of the individual education program (IEP), including special education placement. Part 1 focused on the importance of the school nurse's role in student identification, response to intervention, and the full and individual evaluation. Part 2 highlights the school nurse's vital and unique contribution to the subsequent special education steps of eligibility determination, IEP development, and special education services placement and minutes.

  19. Differences between secondary schools : A study about school context, group composition, school practice, and school effects with special attention to public and Catholic schools and types of schools

    NARCIS (Netherlands)

    Opdenakker, MC; Van Damme, J

    The results indicate that in Flanders secondary schools of different denomination and of different school type (based on their curriculum offerings) differ with respect to several characteristics. With respect to the educational framework, learning environment and learning climate differences

  20. HIGHLIGHTING UN-ADAPTATIVE DIMENSIONS OF ORGANIZATIONAL ENVIRONMENT OF A SPECIAL SCHOOL

    OpenAIRE

    Dira, Floriana Mihaela; Craiovan, Mihai Petru

    2011-01-01

    This study has focused on highlighting un-adaptative dimensions of organizational environment of a special school. Main targets as follows: organizational climate (relations between teachers) subjects personality traits, motivation / lack of motivation, job satisfaction and amount of stress to which psycho teachers are exposed to, considering the specific of the school where the study took place - mental deficiency and behavior disorders. As psycho-diagnosis tool the questionnaire was used, n...

  1. Factors influencing postural management for children with cerebral palsy in the special school setting.

    Science.gov (United States)

    Maher, Carol A; Evans, Kerry A; Sprod, Judy A; Bostock, Sue M

    2011-01-01

    Postural management is used to help address the musculoskeletal and participation issues associated with cerebral palsy (CP). This study aimed to identify the factors influencing postural management in special schools. A purpose-designed, cross-sectional, descriptive survey was sent to teachers, physiotherapists, occupational therapists and speech pathologists working with children with moderate-to-severe CP, aged 5-12 years, in special schools within South Australia. The instrument included four main areas: demographics, perceived benefits of postural management, factors facilitating or hindering the implementation of postural management programmes and suggestions for improvement. Results were analysed descriptively. Forty-three therapists and 18 teachers completed the survey (response rate 81%). The most common factors hindering postural management were positioning equipment being unavailable or difficult to use, lack of time and school staff's knowledge and skills to carry out postural management. Facilitating factors included therapy staff providing a written postural management programme, open and regular communication between therapy and school staff and timetabling of postural management into the daily routine. Numerous factors impact on postural management for students in special schools. Practical solutions highlighted were increased training for school staff, timetabling of postural management into students' routines and provision of written postural management programmes.

  2. Challenges of Charter Schools with Special Education: Issues of Concern for Charter School Authorizers and Service Providers

    Directory of Open Access Journals (Sweden)

    Leman Kaniturk Kose

    2013-04-01

    Full Text Available Charter schools, as one type of school choice, have been attracting a growing number of students since first inception in Minnesota in 1991. Although charter schools are a fledgling reform, they are already a significant part of the federal and state efforts to improve schools and have a growing number of students. Like traditional public schools, charter schools accept all students equally. As a result, they are also obligated to support and serve students with disabilities and meet the requirements of constitutional provisions and federal laws enacted for students with disabilities. This article intends to provide a succinct literature review examining the operational and organizational challenges regarding the design and delivery of special education in the young charter school movement so that charter school authorizers and service providers are cognizant of the issues of concern when serving students with disabilities at charter schools. The literature was located through searching through the Educational Resources Information Center (ERIC, Google Scholar, and the Dissertation Abstracts International. Other information is gleaned from the U.S. Department of Education, Center for Education Reform, and the federal and state statutes regarding students with disabilities.

  3. Constructivism in Teaching English for Special Purposes at Tertiary School

    Directory of Open Access Journals (Sweden)

    Anna Y. Polenova

    2017-09-01

    Full Text Available The article looks at some principles of constructivism philosophy and the ways they are realized in ESP teaching at tertiary school. The purpose of this article is to describe constructivist teaching approach in enhancing students’ use of appropriate ESP learning strategies. Constructivism is a theory that emphasizes the active role of students in building understanding and making sense of the information. The constructivist teaching is learner-centered where students are actively involved in knowledge construction rather than passive listeners. Students construct knowledge by transforming, organizing, reorganizing previous knowledge through social interaction in construction of knowledge and understanding. The paper is an attempt to examine the principles of constructivist teaching and learning by providing analysis of features of constructivist theory and the organization of a constructivist classroom.

  4. Residential Waste

    DEFF Research Database (Denmark)

    Christensen, Thomas Højlund; Fruergaard, Thilde; Matsufuji, Y.

    2011-01-01

    are discussed in this chapter. Characterizing residential waste is faced with the problem that many residences already divert some waste away from the official collection systems, for example performing home composting of vegetable waste and garden waste, having their bundled newspaper picked up by the scouts...... twice a year or bringing their used furniture to the flea markets organized by charity clubs. Thus, much of the data available on residential waste represents collected waste and not necessarily all generated waste. The latter can only be characterized by careful studies directly at the source...

  5. Classroom Behaviour Management Strategies in Response to Problematic Behaviours of Primary School Children with Special Educational Needs: Views of Special Educational Needs Coordinators

    Science.gov (United States)

    Nye, Elizabeth; Gardner, Frances; Hansford, Lorraine; Edwards, Vanessa; Hayes, Rachel; Ford, Tamsin

    2016-01-01

    Children identified with special educational needs (SEN) and behavioural difficulties present extra challenges to educators and require additional supports in school. This paper presents views from special educational needs coordinators (SENCos) on various strategies used by educators to support children identified with SEN and problematic…

  6. Review and action plan for oral health improvement in Sheffield special schools.

    Science.gov (United States)

    Worsley, D J; Jones, K; Harris, J C; Charlesworth, J; Marshman, Z

    2018-03-01

    A description of the process of a review of oral health improvement in special schools in Sheffield and the implementation of an action plan for these activities. Public health competencies encompassed: assessing the evidence on oral health and dental interventions, programmes and services; strategic leadership and collaborative working for health; oral health improvement. Copyright© 2018 Dennis Barber Ltd.

  7. Teaching Mathematical Problem Solving to Middle School Students in Math, Technology Education, and Special Education Classrooms

    Science.gov (United States)

    Bottge, Brian A.; Heinrichs, Mary; Mehta, Zara Dee; Rueda, Enrique; Hung, Ya-Hui; Danneker, Jeanne

    2004-01-01

    This study compared two approaches for teaching sixth-grade middle school students to solve math problems in math, technology education, and special education classrooms. A total of 17 students with disabilities and 76 students without disabilities were taught using either enhanced anchored instruction (EAI) or text-based instruction coupled with…

  8. The Subjective Well-Being of Israeli Adolescents Attending Specialized School Classes

    Science.gov (United States)

    Orkibi, Hod; Ronen, Tammie; Assoulin, Naama

    2014-01-01

    Although adolescents' well-being has long been considered a central goal in therapy and education, research focusing on the link between subjective well-being (SWB; happiness) and studying in specialized school classes is rather limited. Using a between-subjects design, the present study examined whether adolescents studying in sports, arts, or…

  9. Special School Headship in Times of Change: Impossible Challenges or Golden Opportunities?

    Science.gov (United States)

    Baker, John

    2009-01-01

    This article is based on empirical research undertaken by John Baker, headteacher of the largest day special school for pupils with a range of learning difficulties in Essex, as part of his EdD studies at the Institute of Education, University of London. Its focus is on the perceived challenges and opportunities which headteachers of special…

  10. Using Applied Behaviour Analysis as Standard Practice in a UK Special Needs School

    Science.gov (United States)

    Foran, Denise; Hoerger, Marguerite; Philpott, Hannah; Jones, Elin Walker; Hughes, J. Carl; Morgan, Jonathan

    2015-01-01

    This article describes how applied behaviour analysis can be implemented effectively and affordably in a maintained special needs school in the UK. Behaviour analysts collaborate with classroom teachers to provide early intensive behaviour education for young children with autism spectrum disorders (ASD), and function based behavioural…

  11. Novice, Urban, High School, Special Education Teachers' Reports Regarding Initiating Instructional Change

    Science.gov (United States)

    Maule, Jay

    2017-01-01

    The purpose of this exploratory research study was to investigate novice, urban, high school, special education teachers' reports of how they initiate instructional change in an inclusive environment and the instructional change situations they feel ill-equipped to address. This qualitative study was designed to fill a gap in the literature by…

  12. Differences in Teaching Self-Determination between General and Special Education Teachers in Elementary Schools

    Science.gov (United States)

    Chao, Pen-Chiang; Chou, Yu-Chi

    2017-01-01

    The purpose of this study was to investigate whether there are differences in the teaching of self-determination between general and special education teachers in Taiwan. The participants were 380 teachers recruited from elementary schools nationwide in Taiwan. Among them, 128 were general education teachers, while the others were special…

  13. Transition from School to Work for Special Needs Learners. Quarterly Progress Report.

    Science.gov (United States)

    Wircenski, Jerry L.

    During the fourth quarter of a 1-year project to improve the transition of special needs learners in Texas from school to work, the following were accomplished: (1) the curriculum model was finalized and printed; (2) draft copies of six sample units were disseminated to field-test teachers, reviewed, and revised; (3) a draft copy of the…

  14. Emerging Consumerism and the Accelerated "Education Divide": The Case of Specialized High Schools in South Korea

    Science.gov (United States)

    Park, Hyu-Yong

    2007-01-01

    This paper criticizes the neoliberal shift in Korean education toward educational consumerism by analyzing the boom in Specialized High schools (SHs). For its theoretical background, this paper discusses the issues of freedom, equal opportunity, and choice in education, and investigates how neoliberal consumerism has been encouraging the boom in…

  15. "Approaches to the Teaching of Special Relativity Theory in High School and University Textbooks of Argentina"

    Science.gov (United States)

    Arriassecq, Irene; Greca, Ileana Maria

    2007-01-01

    In this work, we presented an analysis of the representation of the special relativity theory (SRT) in the most used texts in high school, Polimodal level and university level in the teaching in the Argentine Republic, from a historic, epistemological and didactic perspective. The results show that none of the analyzed texts would allow a…

  16. Effects of the Leadership Roles of Administrators Who Work at Special Education Schools upon Organizational Climate

    Science.gov (United States)

    Üstün, Ahmet

    2017-01-01

    This research aims to determine the effects of the leadership roles of administrators who work at special education schools upon organizational climate. This research has been conducted using the case study technique, which is a kind of qualitative research approach. The study group of this research consists of four administrators including three…

  17. Assessment of Food Safety Knowledge of High School and Transition Teachers of Special Needs Students

    Science.gov (United States)

    Pivarnik, Lori F.; Patnoad, Martha S.; Richard, Nicole Leydon; Gable, Robert K.; Hirsch, Diane Wright; Madaus, Joseph; Scarpati, Stan; Carbone, Elena

    2009-01-01

    Adolescents with disabilities require access to general education and life skills instruction. Knowledge of food safety for this audience is important for health and valuable for work placement. The objective was to implement a survey to assess high school and transition special education teachers in RI, CT, and MA for food safety knowledge and…

  18. An Examination of the Supervision of Special Education Instruction in Urban Public School Districts

    Science.gov (United States)

    Payne, Suzette Guy

    2017-01-01

    The purpose of this study was to examine the supervision of special education instruction in urban public elementary schools by interviewing three principals regarding their roles in the supervisory process. Through these interviews the researcher attempted to identify concepts or themes that might guide principals in identifying effective…

  19. Acceptability of Functional Behavioral Assessment Procedures to Special Educators and School Psychologists

    Science.gov (United States)

    O'Neill, Robert E.; Bundock, Kaitlin; Kladis, Kristin; Hawken, Leanne S.

    2015-01-01

    This survey study assessed the acceptability of a variety of functional behavioral assessment (FBA) procedures (i.e., functional assessment interviews, rating scales/questionnaires, systematic direct observations, functional analysis manipulations) to a national sample of 123 special educators and a state sample of 140 school psychologists.…

  20. Democratizing Education: A Case Study of Inclusive Schooling for Students with Special Needs in Poland

    Science.gov (United States)

    Baran, Jolanta; Winzer, Margaret

    2017-01-01

    This paper focuses on the democratization of education in the post-socialist space through an examination of inclusive schooling for students with special needs in Poland. It embeds the inclusive education reform and its attendant policies and practices within the political and social transitions that essentially dated from 1989 and saw Poland…

  1. Impacts of the Boston Prekindergarten Program on the School Readiness of Young Children with Special Needs

    Science.gov (United States)

    Weiland, Christina

    2016-01-01

    Theory and empirical work suggest inclusion preschool improves the school readiness of young children with special needs, but only 2 studies of the model have used rigorous designs that could identify causality. The present study examined the impacts of the Boston Public prekindergarten program-which combined proven language, literacy, and…

  2. Dental caries prevalence in children attending special needs schools in Johannesburg, Gauteng Province, South Africa.

    Science.gov (United States)

    Nqcobo, C B; Yengopal, V; Rudolph, M J; Thekiso, M; Joosab, Z

    2012-08-01

    Anecdotal evidence from clinical data in Johannesburg suggests that there is a high burden of dental caries among children with special health care needs (CSHCN) in Johannesburg. To determine the prevalence of dental caries and Unmet Treatment Needs in children with cerebral palsy, hearing, learning and mental disabilities attending special needs schools in Johannesburg and to compare these with data from the National Children's Oral Health Survey (NCOHS) METHODS: This cross-sectional analytical study comprised of 882 children attending five special needs schools in Johannesburg. Stratified randomised sampling of the participating schools was done and the schools were stratified by disability. Caries status was recorded via the dmft/DMFT index using WHO criteria and guidelines. The mean age of the participants was 10.5 years; with a caries prevalence of 27.55% and 33.56% in the primary and permanent dentition respectively. The highest unmet treatment need of 100% was found in the permanent dentition of the hearing impaired group followed by 90.77% in the primary dentition of the cerebral palsy group. In general no significant difference was found when the dmft/DMFT for CSHCN and NCOHS were compared except in the hearing impaired age groups four to five and six (both primary dentition) where significantly higher dmft scores (3.58 vs. 2.4; 3.85 vs. 2.9; p special health care needs had lower caries prevalence compared with the general population and higher unmet treatment needs regardless of the type of disability.

  3. The Professional Development Needs of Special Needs Assistants in Irish Post-Primary Schools

    Science.gov (United States)

    Kerins, Pauline; Casserly, Ann Marie; Deacy, Evelyn; Harvey, Deirdre; McDonagh, Dolores; Tiernan, Bairbre

    2018-01-01

    According to government policy in Ireland, special needs assistants (SNAs) may be employed in post-primary schools to support students deemed to have chronic and serious care needs. There is currently no national policy regarding the continuing professional development (CPD) of SNAs, to meet the requirements of their role. This study investigated…

  4. Examining the Underrepresentation of Asian Americans in Special Education: New Trends from California School Districts

    Science.gov (United States)

    Cooc, North

    2018-01-01

    Despite decades of research on racial disproportionality in special education, the underrepresentation of Asian Americans in services tends to be overlooked in policy and practice. Underrepresentation, however, raises the possibility of similar concerns about misidentification, bias, and racial inequality within schools as overrepresentation. Yet,…

  5. Special Education in First Nations Schools in Canada: Policies of Cost Containment

    Science.gov (United States)

    Phillips, Ron

    2010-01-01

    The education of First Nations students in Canada on reserve is the legal responsibility of the federal government. This article reviews and critiques the federal government's past and current special education policies and practices in regard to First Nations schools throughout Canada. The author has found that rather than establishing a…

  6. Exploring Assessment Processes in Specialized Schools for Students Who Are Visually Impaired

    Science.gov (United States)

    Hannan, Cheryl Kamei

    2007-01-01

    In this qualitative study, various professionals in specialized schools for students who are visually impaired provided information on assessment tools; how information was used to plan Individualized Education Programs; and their opinions on the reliability, validity, and usefulness of various measurements. The implications of the findings for…

  7. Association between nutritional status and subjective health status in chronically ill children attending special schools.

    Science.gov (United States)

    Joosten, Koen; van der Velde, Kelly; Joosten, Pieter; Rutten, Hans; Hulst, Jessie; Dulfer, Karolijn

    2016-04-01

    In hospitalized children with a chronic disease, malnutrition was associated with a lower subjective health status. In outpatient children with a chronic disease attending special schools, this association has never been studied. The aim of this study was to assess the association between nutritional status and subjective health status in chronically ill children attending special schools. Overall, 642 children, median age 9.8 years (IQR 7.7-11.5), 60 % male, 72 % Caucasian, were included in this prospective study in nine special schools for chronically ill children in the Netherlands. Overall malnutrition was assessed as: acute malnutrition (nutritional risk-screening tool STRONGkids. Subjective health status was assessed with EQ-5D. Overall, 16 % of the children had overall malnutrition: 3 % acute and 13 % chronic malnutrition. Nurses reported 'some/severe problems' on the health status dimensions mobility (15 %), self-care (17 %), usual activities (19 %), pain/discomfort (22 %), and anxiety/depression (22 %) in chronically ill children. Their mean visual analogue scale score (VAS) was 73.0 (SD 11.1). Malnutrition, medication usage, and younger age explained 38 % of the variance of the VAS score. The presence of overall malnutrition in chronically ill children attending special schools was associated with lower subjective health status, especially in younger children and in those with chronic medication usage. Therefore, it is important to develop and use profile-screening tools to identify these children.

  8. Challenging Behaviors among Children with Autism Spectrum Disorders and Multiple Disabilities Attending Special Schools in Singapore

    Science.gov (United States)

    Poon, Kenneth K.

    2012-01-01

    This study sought to understand the profile of and the factors which impact upon challenging behaviors among children with autism spectrum disorders (ASD) and multiple disabilities (MD). Teachers of 322 and 132 children with ASD and MD, respectively, attending special schools in Singapore, completed the Developmental Behavior Checklist, Teacher…

  9. Mainstream and Special School Attendance among a Dutch Cohort of Children with Down Syndrome

    NARCIS (Netherlands)

    Wouwe, J.P. van; Gameren-Oosterom, H.B.M. van; Verkerk, P.H.; Dommelen, P. van; Fekkes, M.

    2014-01-01

    Object. To determine the level of mainstream education in a nationwide cohort of adolescents with Down Syndrome (DS), and to find characteristics related to mainstream or special school attendance. Method. Dutch children with DS born in 1992, 1993 or 1994, were assessed when 16–19 years old. Parents

  10. Occupational therapists intervention methodologies in schools with children with Special Educational Needs in Portugal

    Directory of Open Access Journals (Sweden)

    Andreia Sofia Nabiço Maia

    2016-10-01

    Full Text Available Introduction: students with special educational needs should be inserted in regular classes, receiving all appropriate educational services allowing the development of skills and capabilities. The success of the school inclusion depends on the partnership between the various professionals in the school context. The insertion and occupational therapist’s contribution in the area of education is the subject of many studies. The importance of a professional team in school context is already recognized and valued by the community. Objectives: the aim is to identify the intervention methodologies used by occupational therapists in school with children with special educational needs. In order to determine the most common methodologies as well as relevant aspects of the therapeutic process. Method: this is a non-experimental research with descriptive and cross-sectional basis. A semi-structured questionnaire was prepared initially, quantitative in nature that was taught to occupational therapists that work or have worked for less than 3 years in school context. Results: the sample is composed of 40 occupational therapists, 37 are female and 3 are male. The majority of individuals (77.5% currently works in school context. The occupational therapists involved mainly with children, aged between 6 and 18 years. Conclusion: the methodologies used by the occupational therapists are playful activity/play therapy and the training activities of daily living. Riding for therapeutic purposes and the hippotherapy represent less widely used methodologies in school context, in that each was selected by 10% of therapists.

  11. Stres and burnout related to work with special education needs students in elementary school teachers

    Directory of Open Access Journals (Sweden)

    Katja Košir

    2014-11-01

    Full Text Available The aim of the present study was to examine the predictive value of elementary school teachers' workplace characteristics on work stress and burnout. Workplace characteristics were defined as job demands and resources, which were further divided into general and specific, related to work with special education needs students. We examined whether variables related to work with special education needs students explained incremental variance in stress and burnout above and beyond general workplace characteristics. Elementary school teachers from all twelve regions of Slovenia (N ranges from 439 to 886 took part in the study. The results have shown that workplace characteristics independently predict a significant amount of variance in stress, emotional exhaustion and depersonalization among teachers. General job demands and specific demands related to special education needs students are the highest and most stable predictors of all three studied criteria. Based on our findings, we suggest several measures which can help to alleviate stress and foster efficient coping strategies.

  12. The Effects of Specialization and Sex on Anterior Y-Balance Performance in High School Athletes.

    Science.gov (United States)

    Miller, Madeline M; Trapp, Jessica L; Post, Eric G; Trigsted, Stephanie M; McGuine, Timothy A; Brooks, M Alison; Bell, David R

    Sport specialization and movement asymmetry have been separately discussed as potential risk factors for lower extremity injury. Early specialization may lead to the development of movement asymmetries that can predispose an athlete to injury, but this has not been thoroughly examined. Athletes rated as specialized would exhibit greater between-limb anterior reach asymmetry and decreased anterior reach distance on the Y-balance test (YBT) as compared with nonspecialized high school athletes, and these differences would not be dependent on sex. Cross-sectional study. Level 3. Two hundred ninety-five athletes (117 male, 178 female; mean age, 15.6 ± 1.2 years) from 2 local high schools participating in basketball, soccer, volleyball, and tennis responded to a questionnaire regarding sport specialization status and performed trials of the YBT during preseason testing. Specialization was categorized according to 3 previously utilized specialization classification methods (single/multisport, 3-point scale, and 6-point scale), and interactions between specialization and sex with Y-balance performance were calculated using 2-way analyses of variance. Single-sport male athletes displayed greater anterior reach asymmetry than other interaction groups. A consistent main effect was observed for sex, with men displaying greater anterior asymmetry and decreased anterior reach distance than women. However, the interaction effects of specialization and sex on anterior Y-balance performance varied based on the classification method used. Single-sport male athletes displayed greater anterior reach asymmetry on the YBT than multisport and female athletes. Specialization classification method is important because the 6- and 3-point scales may not accurately identify balance abnormalities. Male athletes performed worse than female athletes on both of the Y-balance tasks. Clinicians should be aware that single-sport male athletes may display deficits in dynamic balance, potentially

  13. ROLE OF MOBILE SPECIAL EDUCATOR AND MOTOR-DISABLED CHILDREN IN REGULAR PRIMARY SCHOOL

    Directory of Open Access Journals (Sweden)

    Suzana KRAJNC JOLDIKJ

    2006-06-01

    Full Text Available Children with special needs have a right to equal educational opportunities and consequently to an inclusive education. With a placement of a motor-disabled child in a primary school, a mobile special educator and a mobile-service have an important role. Additional special assistance for children with special needs means suppressing, correcting and compensating children’s impediments and deficiencies. It includes assessing the level of child’s functionality, assessing child’s needs from a special pedagogical viewpoint, assessing integral stimulation of child's potentials and assessing influences on the development of expertise, strategies and skills required for learning and work. The integrated approach considers the child as a bio-psycho-social being in to child’s social environment. Therefore, it does not involve only a direct work with a child but also counselling.Every child should be included in a programme that is appropriate for its aptitude and capabilities. Therefore, the mobile-special educator (mobile special educator-teacher for children with special needs who operate on field has an important role to emphasise to the parents the negative factors that occur and together with them try to find what is best for their child.

  14. 25 CFR 39.711 - How does a school calculate annual bus transportation miles for residential students?

    Science.gov (United States)

    2010-04-01

    ... driven to transport students from home to school at the start of the school year, add together the miles driven for all buses used to transport students from their homes to the school. If a school transports... 25 Indians 1 2010-04-01 2010-04-01 false How does a school calculate annual bus transportation...

  15. Introduction to the Special Issue: Interventions to Improve Children's Social and Emotional Functioning at School.

    Science.gov (United States)

    Collins, Tai A; Hawkins, Renee O; Nabors, Laura A

    2016-07-01

    Identification of evidence-based practices for promotion of social and emotional functioning of children at school is important for their academic and social development. This introduction reviews information from this special issue focusing on evidence-based research to improve the social and emotional functioning of children in their classrooms and schools. An emphasis on reduction of negative behaviors and promotion of positive, prosocial behaviors is presented in manuscripts for this special issue. The articles in this issue may be grouped in terms of the tiered system or School-Wide Positive Behavior Interventions and Supports Framework into articles at the Tier I, II, and III levels. Tier I interventions support positive behaviors and reduce problem behaviors for all children in a classroom or school, as a type of primary prevention. In terms of secondary prevention, Tier II interventions are selected interventions that address problem behaviors of students at risk for poor functioning, who do not respond to Tier I interventions. Finally, Tier III interventions are used for those students with behavioral and emotional issues who do not respond to Tier II interventions, and students in this group are indicated for intervention at a tertiary care level. In summary, this special issue presents evidence-based knowledge from research at all three intervention levels that aim to promote children's social and emotional development in the school setting. © The Author(s) 2016.

  16. Evaluation of semantic aspect of language in students of ordinary, integrated and special schools

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    Ali Ghorbani

    2012-06-01

    Full Text Available Background and Aim: Children with severe and profound hearing loss have difficulties in communicating with others and educating at school. Effects of learning environment on children's language skills have been recently focused and educating those students in ordinary schools has been proposed. According to this view, we compared perception of antonyms and synonyms as a semantic aspect of language in students of ordinary, integrated and special schools.Methods: It was an analytic cross-sectional study. Three groups of students were enrolled: normal-hearing students of ordinary schools and hearing-loss students of integrated and specials schools. Each group consisted of 25 students in fifth grade of elementary schools in Tehran city. Two written tests were used. Subjects wrote synonyms and antonyms for each word in the tests.Results: Results denoted significant differences between scores of normal-hearing and hearing-loss students and also between hearing-loss students of integrated schools and hearing-loss students of special schools (p<0.05. In all three groups of the students, perception of antonyms was better than antonyms (p<0.001. Speech processing rate in normal-hearing students were higher than both groups of hearing-loss students (p<0.001.Conclusion: The differences between normal-hearing and hearing-loss students shows that similar to other language skills, perception of synonyms and antonyms as a semantic aspect of speech is related to the hearing conditions and type of education. Moreover, the differences between two groups of hearing-loss students represent that speech stimulants and interaction with normal-hearing children could improve semantic aspect of speech in hearing-loss students.

  17. Assessment of Sexual Maturation among Boys in Special Schools of Tehran, Iran

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    Asieh Mosallanejad

    2017-01-01

    Full Text Available Background: Due to lack of detailed standards of sexual maturity in individuals with Intellectual, sensory and motor disability in Iran and the importance of timing of onset of puberty in these individuals, a study is necessary. By knowing the onset of puberty, physiologic and behavioral changes can be traced in these people, as well as the potential impact of the puberty on the underlying disease can be considered. The aim of the study was to investigate of sexual maturation among boys of special schools of Tehran. Materials and Methods: Cross-sectional study was performed on children and adolescents male students in special school in Tehran at 2013. A random, multistage sample 0f 895 boy students of special schools was taken from 25 special schools in five districts of Tehran city. In this study, symptoms and stages of puberty were identified. Pubertal stages were assessed by visual inspection and palpation based on the rating scales of Tanner. In addition, demographic data such as age, height, weight were collected. Then the data were analyzed and mean age of onset of puberty was determined. Results: The mean age of onset of puberty in boys (Genitalia stage 2 was 13.12 ± 1.84 years and sexual maturation was completed at 16.57 ± 1.34 years. The average height at the onset of puberty (Genitalia stage 2 was 151.1 ± 9.91 cm and the average weight was 48.47 ± 10.14kg. The mean BMI for puberty onset was 20.89 ± 5.43. Conclusion: In our study, the mean age of puberty onset in boys with disabilities was 13.12 ± 1.84 years. Compared to the data from healthy boys, our findings indicate that the mean age of pubertal onset in boys with disabilities in special school is higher than that of their healthy counterparts.

  18. SOME ANTICIPATIONS FOR THE TREATMENT OF THE MENTALLY RETARDED CHILDREN THROUGH THE WORK IN THE SPECIAL PRIMARY SCHOOL-VELES

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    Tanja POPOVA

    1998-04-01

    Full Text Available In this article is presented the quantitative analysis of the distribution of the children in Special Primary School "Maca Ovcarova"-Veles, in the period from 1973 to 1996. Also here given some important factors for reduction of the children in this school, as well as the suggestions for bigger range of the mentally retarded children in special education.

  19. Supporting Youth with Special Needs in Out-of-School Time: A Study of OST Providers in New Jersey

    Science.gov (United States)

    Sharp, Jane; Rodas, Elizabeth Rivera; Sadovnik, Alan R.

    2012-01-01

    Although the Americans with Disabilities Act (ADA) of 1990 requires accommodations for individuals with disabilities in community settings, many out-of-school time (OST) programs struggle to successfully support youth with special needs. Programs that fully include children with special needs are less available for school-age children and…

  20. High-Quality School-Based Pre-K Can Boost Early Learning for Children with Special Needs

    Science.gov (United States)

    Phillips, Deborah A.; Meloy, Mary E.

    2012-01-01

    This article assesses the effects of Tulsa, Oklahoma's school-based prekindergarten program on the school readiness of children with special needs using a regression discontinuity design. Participation in the pre-K program was associated with significant gains for children with special needs in early literacy scores, but not in math scores. These…

  1. The Impact of Dietary and Tooth-Brushing Habits to Dental Caries of Special School Children with Disability

    Science.gov (United States)

    Liu, Hsiu-Yueh; Chen, Chun-Chih; Hu, Wen-Chia; Tang, Ru-Ching; Chen, Cheng-Chin; Tsai, Chi-Cheng; Huang, Shun-Te

    2010-01-01

    The daily oral activities may severely influence oral health of children with disabilities. In this survey, we analyzed the impact of dietary and tooth-brushing habits to dental caries in special school children with disabilities. This cross-sectional survey investigated 535 special school children with disabilities aged 6-12 years, 60.93% males,…

  2. Delivery and Evaluation of Training for School Nutrition Administrators and Managers on Meeting Special Food and Nutrition Needs of Students in the School Setting

    Science.gov (United States)

    Oakley, Charlotte B.; Knight, Kathy; Hobbs, Margie; Dodd, Lacy M.; Cole, Janie

    2011-01-01

    Purpose/Objectives: The purpose of this investigation was to complete a formal evaluation of a project that provided specialized training for school nutrition (SN) administrators and managers on meeting children's special dietary needs in the school setting. Methods: The training was provided as part of the "Eating Good and Moving Like We…

  3. Post-High School Careers of Apache Special Education and Regular Education Subjects: A Five Year Follow-Up Study.

    Science.gov (United States)

    Rangasamy, Ramasamy

    This study analyzed the employment situation of 106 Apache youth, of whom 52 had been special education students. All students had exited high school between 1987 and 1992. Findings indicate that 65 percent of the regular education students and 73 percent of special education students were unemployed, that 50 percent of working special education…

  4. Mainstream and special school attendance among a Dutch cohort of children with Down Syndrome.

    Science.gov (United States)

    van Wouwe, Jacobus P; van Gameren-Oosterom, Helma B M; Verkerk, Paul H; van Dommelen, Paula; Fekkes, Minne

    2014-01-01

    To determine the level of mainstream education in a nationwide cohort of adolescents with Down Syndrome (DS), and to find characteristics related to mainstream or special school attendance. Dutch children with DS born in 1992, 1993 or 1994, were assessed when 16-19 years old. Parents scored school enrolment between the age of 4-18 years, general characteristics and the levels of intellectual disability using the Dutch Social Competence Rating Scale. Associations between disability and years in mainstream school were assessed by ordinal logistic regression, adjusting for sex and parental education. We collected data from 170 boys and 152 girls (response 63%); mean age 18.3 years (ranges 16.8-19.9). Intellectual disability was mostly moderate (43%). Most children (74%) entered mainstream education between 4 and 6 years of age. At 13 years 17% was in mainstream school and 7% stayed in up to 16 years. From the age of 8 years onwards the majority was in special education, while 6% never attended school. Girls were more often in mainstream school and stayed in longer. Level of disability was significantly associated with number of years in mainstream education. Three out of four Dutch children with DS entered mainstream primary education, however late entry and high dropout are common.

  5. Struggling for recognition and inclusion–parents’ and pupils’ experiences of special support measures in school

    Directory of Open Access Journals (Sweden)

    Joakim Isaksson

    2010-02-01

    Full Text Available During the last decade an increasing use of differentiated support measures for pupils with special educational needs, indicative of a discrepancy between educational policies and practices, has been witnessed in Sweden. Another trend has been the increased use of medical diagnoses in school. The aim of this study was to explore the main concern of support given to pupils with special educational needs and how pupils and parents experience and handle this. Interviews were conducted with eight pupils in Grades 7–9—and their parents—at two compulsory schools in a city in northern Sweden. A grounded theory approach was used for analyzing the interview data. A conceptual model was generated illuminating the main concern of special support measures for pupils and parents. The core category of the model, struggling for recognition and inclusion, was related to two categories, which further described how this process was experienced and handled by the participants. These categories were labeled negotiating expertise knowledge within a fragmented support structure and coping with stigma, ambivalence, and special support measures. The developed conceptual model provides a deeper understanding of an ongoing process of struggle for recognition and inclusion in school as described by the pupils and parents.

  6. Relatos de alunos surdos acerca da Escola Especial = Reports of deaf students on the Special School

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    André Luis Balan

    2012-01-01

    Full Text Available O presente recorte (adaptado apresenta uma análise das entrevistas feitas com três sujeitos surdos acerca das suas percepções sobre suas experiências educativas escolares no contexto das instituições especiais de ensino. Confirma-se, por meio do presente estudo, que os alunos estão cientes de algumas dificuldades das escolas especiais e sentem-se prejudicados por essas falhas. As análises das entrevistas realizadas, acerca das percepções dos alunos surdos sobre suas experiências educativas escolares nas escolas especiais, possibilitaram-nos reconhecer, por meio dos relatos dos próprios surdos, fatos recorrentes no espaço da escola especial, que influenciam ou mesmo delimitam a qualidade da educação destes estudantes.This excerpt (adapted presents an analysis of interviews performed with three (3 deaf students about their perceptions and educational experiences in the context of educational institutions and special education. Through this study it is confirmed that students are aware of some difficulties of special schools, besides feeling prejudiced because of these flaws. The analysis of the interviews about some perceptions of deaf students on their educational experiences in special schools allowed identifying, through their reports, recurring events within the special school, which nfluence or even limit the quality of education for these students.

  7. Tourette's syndrome in a special education population: a pilot study involving a single school district.

    Science.gov (United States)

    Kurlan, R; Whitmore, D; Irvine, C; McDermott, M P; Como, P G

    1994-04-01

    To determine whether children requiring special education represent a high-risk group for identifying Tourette's syndrome (TS), we performed direct examinations for the presence of tics in 35 special education and 35 regular classroom students from a single school district. Of the special education students, nine (26%) had definite or probable tics as compared with only two (6%) of the regular classroom students. About one-third of the students with tics currently meet diagnostic criteria for TS and probably more will do so in the future. About one-half of the subjects with tics have evidence of obsessive-compulsive behavior (OCB) or an attention-deficit hyperactivity disorder (ADHD). For three randomly selected students with definite tics, direct examinations of first-degree relatives revealed the presence of tics in all families. Subjects to the limitations of this pilot study, we conclude that TS and related tic disorders are commonly associated with the need for special education in this single school district. TS might also be an important contributor to school problems in the childhood population at large and may be a highly prevalent condition. In addition, we conclude that childhood tics are associated with OCB and ADHD, are genetically determined, and are part of the TS clinical spectrum.

  8. Validity of the school setting interview for students with special educational needs in regular high school - a Rasch analysis.

    Science.gov (United States)

    Yngve, Moa; Munkholm, Michaela; Lidström, Helene; Hemmingsson, Helena; Ekbladh, Elin

    2018-01-12

    Participation in education is a vital component of adolescents' everyday life and a determinant of health and future opportunities in adult life. The School Setting Interview (SSI) is an instrument which assesses student-environment fit and reflects the potential needs for adjustments to enhance students' participation in school activities. The aim of the study was to investigate the psychometric properties of the SSI for students with special educational needs in regular high school. A sample of 509 students with special educational needs was assessed with the SSI. The polytomous unrestricted Rasch model was used to analyze the psychometric properties of the SSI regarding targeting, model fit, differential item functioning (DIF), response category functioning and unidimensionality. The SSI generally confirmed fit to assumptions of the Rasch model. Reliability was acceptable (0.73) and the SSI scale was able to separate students into three different levels of student-environment fit. DIF among gender was detected in item "Remember things" and in item "Homework" DIF was detected among students with or without diagnosis. All items had disordered thresholds. The SSI demonstrated unidimensionality and no response dependence was present among items. The results suggest that the SSI is valid for use among students with special educational needs in order to provide and evaluate environmental adjustments. However, the items with the detected DIF and the SSI rating scale with its disordered thresholds needs to be further scrutinized.

  9. Toxic School Sites in Los Angeles: Weaknesses in the Site Acquisition Process. Special Report of the Joint Legislative Audit Committee.

    Science.gov (United States)

    California State Legislature, Sacramento. Joint Legislative Audit Committee.

    A special report of the California Legislature's Joint Legislative Audit Committee addresses the school site acquisition process to attempt to discern how the system has allowed a minimum of nine Los Angeles public schools to be built on toxic lands. The report examines two such sites, the Jefferson Middle School (JMS) and the combined elementary…

  10. Application of art therapy elements for students at high special school (practical)

    OpenAIRE

    Koubská, Patricie

    2012-01-01

    Application of art therapy elements for students at high special school (practical) The theme of this bachelor thesis is the use of art therapy procedure for pupils from practical two-year high school. The aim of this thesis is to consider the possibilities of using elements of group art therapy for the development of self-knowledge, communication, for strengthening of prosocial ties and increasing of a sense of group belonging. In the narrower sense, art therapy is underwood as a fine art th...

  11. INCLUSION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN REGULAR SCHOOLS: STUDENTS ATTITUDES AND PERCEPTIONS

    Directory of Open Access Journals (Sweden)

    Ludmila MALCOCI

    2015-07-01

    Full Text Available The Republic of Moldova started the process of deinstitutionalization of children with disabilities/and special educational needs and their inclusion in biological families and mainstream community based services. Alongside with the deinstitutionalization, inclusion of children with special educational needs in regular community schools became a strategic direction of the educational policies in Moldova. In 2014, the Alliance of NGOs in the field of Social Protection of Family and Child conducted a research on assessment of inclusive education models implemented in pilot schools with the aim to identify positive practices, learned lessons and challenges in developing policies in the field of evidence-based education2 The research was conducted in 20 pilot schools from 12 counties. There were interviewed 200 teachers, 20 school managers, 360 students (162 pupils with SEN, 112 students studying in classes with children with SEN and 86 children studying in classes with no students having SEN. 10 focus group discussions with caregivers, students, teachers, parents (all in total 100 participants and 6 interviews with the general directorates of education and mayors were conducted. The article is focused on comparative analysis of perceptions, attitudes and behaviors of students with SEN and typical students regarding the inclusion of children with SEN in regular schools. The author concluded that the implementation of inclusive education resulted in rather positive changes in respective schools: provision with materials, modern devices, improvement of teaching quality and methods, change in the behaviors of children with SEN and in typical children; the typical children have positive attitudes and perceptions regarding the inclusion of children with SEN in their regular community schools; the level of school satisfaction of both: children with SEN and typical children is pretty high; the social and learning environment in pilot schools is friendly

  12. Educational opportunities: a nursing school model for medical special-needs sheltering.

    Science.gov (United States)

    Deal, Belinda; Alfred, Danita; Fountain, Rebecca; Ford, Terri; Chilton, Jennifer

    2010-01-01

    The devastation of New Orleans after Hurricane Katrina increased the awareness of persons who were unable to self-evacuate because of physical and/or mental disabilities. From that awareness, plans emerged to provide a safe haven for those who had special needs. In this article, we describe our efforts as a school of nursing to shelter medical special needs (MSN) evacuees in the wake of a hurricane. After the shelter closed, faculty and students involved in the shelter answered a short survey that included both open- and close-ended questions. The responses are summarized to encourage other schools of nursing to consider caring for MSN evacuees and to share our successes, our failures, and our plans for the future.

  13. School Library Media Specialist Collaboration with Special Education Personnel in Support of Student Learning

    OpenAIRE

    Lesley S. J. Farmer

    2009-01-01

    Objective – The objective of this study was to identify factors for effective collaboration between school library media specialists and special education personnel in support of student learning.Methods – A review method was used to examine illustrative studies of collaboration.Results – The analysis revealed studies that represented a variety of methodologies: survey, observation, interview, action research, and participatory ethnography. The review identified cross-study factors that facil...

  14. Dental caries among disabled individuals attending special schools in Vhembe district, South Africa.

    Science.gov (United States)

    Nemutandani, M S; Adedoja, D; Nevhuhlwi, D

    2013-11-01

    To determine the prevalence of dental caries among disabled individuals attending special schools in Vhembe districts. A cross-sectional descriptive study was conducted from January to June 2012 among disabled individuals receiving special care in four specialised schools of Vhembe District. The research protocol had been approved by the Ethics Committee of the University of Limpopo, Polokwane Campus. Informed consent was obtained from the parents of the participants and from the respective school principals. Oral health examinations took place at the school under natural light, with participants seated on an ordinary chair/wheelchair. Dental caries examinations were carried out, using a mirror and wooden spatula in accordance with World Health Organisation (WHO) criteria and methods. Decayed, missing and filled primary and permanent teeth (dmft, DMFT) were recorded. All disabled individuals who were available during a screening period, were included. Those who were not available, as well as those whose health conditions could be compromised by dental examinations, were excluded. The number of decayed teeth ranged from 0-7 in children below 6 years, 0-12 in children below 11 years; and 0-17 among young adults. The mean decay scores and the numbers of missing teeth increased with age. Only 3 (0.04%) individuals had dental fillings. The mean dmft score of children under 6 years was 5.51 (+/- 2.1), ranging from zero to 8. The mean DMFT's of the 11-18 and 19 years and older groups were 7.38 (+/- 3.22) and 10.24 (+/- 2.97) respectively. Disabled individuals exhibited higher caries prevalence and unmet dental needs than the same age general population in Limpopo. Preventive measures and dental treatment should be considered urgent requirements at special needs schools in the Vhembe District.

  15. Analysis of Teachers’ Understanding Level, Needs, and Difficulties in Identifying Children with Special Needs in Inclusve School in Surakarta

    Directory of Open Access Journals (Sweden)

    Dian Atnantomi Wiliyanto

    2017-11-01

    Full Text Available This research was aimed to determine teachers’ understanding level of identification concept, needs, and difficulties in implementing the identification of children with special needs in inclusive school. It was a descriptive research with 40 special teachers as the subject taken by using purposive random sampling in 11 inclusive school in Surakarta. Data was cllected through interview and questionnaire. Data was analyzed by using percentage quantitative descriptive. Result of the research showed that: (1 teachers’ understanding level of the identification of children with special needs was strongly uncomprehend (37%, uncomprehend (23%, and less comprehend (18%; (2 teachers’ needs of the identification of children with special needs mostly need training program and digital identificatio instrument development, (3 problems found in the field about identification of children with special needs are identification instrument standardize, difficulty in applying identification steps, low competence of non-special-education teacher about identification and in detecting similar characteristics of children with special needs.

  16. The Influence of the School Hygiene and Paedology Movement on the Early Development of Special Education in Greece, 1900-1940: The Leading Role of Emmanuel Lambadarios

    Science.gov (United States)

    Anastasiou, Dimitris; Iliadou-Tachou, Sophia; Harisi, Antonia

    2015-01-01

    This study focuses on the contribution of Emmanuel Lambadarios to special education in Greece in the early twentieth century. It examines Lambadarios's involvement in special education, culminating in the establishment of the "Model Special School of Athens" (PESA), the first public special education school for children with intellectual…

  17. Experiences of parents of children with special needs at school entry: a mixed method approach.

    Science.gov (United States)

    Siddiqua, A; Janus, M

    2017-07-01

    The transition from pre-school to kindergarten can be complex for children who need special assistance due to mental or physical disabilities (children with 'special needs'). We used a convergent mixed method approach to explore parents' experiences with service provision as their children transitioned to school. Parents (including one grandparent) of 37 children aged 4 to 6 years completed measures assessing their perceptions of and satisfaction with services. Semi-structured interviews were also conducted with 10 parents to understand their experience with services. Post transition, parents reported lower perceptions of services and decreased satisfaction than pre-transition. The following themes emerged from the qualitative data: qualities of services and service providers, communication and information transfer, parent advocacy, uncertainty about services, and contrasts and contradictions in satisfaction. The qualitative findings indicate that parents were both satisfied and concerned with aspects of the post-transition service provision. While the quantitative results suggested that parents' experience with services became less positive after their children entered school, the qualitative findings illustrated the variability in parents' experiences and components of service provision that require improvements to facilitate a successful school entry. © 2017 John Wiley & Sons Ltd.

  18. A case study of a vocabulary strategy in a high school class of special education students

    Science.gov (United States)

    Prevost, Jill K.

    In the United States, almost 7000 students drop out of high school every day and the most common reason is academic failure. The economic, social, and emotional cost of dropping out of high school are enormous. Vocabulary knowledge is essential for students to grasp the concepts of a content area and there has been little research reported for scaffolding vocabulary learning in content classes. The purpose of this study was to investigate a vocabulary instructional strategy in a high school biology class. The research questions focused on understanding the vocabulary instructional strategy and student perception of the strategy. This was an evaluative case study using a convenience sample of a college preparatory biology class of special education students. Participants included eight males and two females who were identified as having learning, emotional or health disabilities with average to low average intelligence. Informal interviews, observations, school records, student and teacher artifacts and rich description were used for data triangulation. Analysis involved coding and grouping data by category, and identification of relationships between categories. Three themes emerged from this study: Students believed the strategy helped them to learn vocabulary, the strategy gave direction to instruction, and the strategy can be difficult to implement. The skill level of our future work force and the health of our society is linked to our nation's high school graduation rate. Development of instructional strategies that result in student academic success will improve our high school graduation rate which will result in positive social change.

  19. Early Single-Sport Specialization: A Survey of 3090 High School, Collegiate, and Professional Athletes

    Science.gov (United States)

    Buckley, Patrick S.; Bishop, Meghan; Kane, Patrick; Ciccotti, Michael C.; Selverian, Stephen; Exume, Dominique; Emper, William; Freedman, Kevin B.; Hammoud, Sommer; Cohen, Steven B.; Ciccotti, Michael G.

    2017-01-01

    Background: Youth participation in organized sports in the United States is rising, with many athletes focusing on a single sport at an increasingly younger age. Purpose: To retrospectively compare single-sport specialization in current high school (HS), collegiate, and professional athletes with regard to the rate and age of specialization, the number of months per year of single-sport training, and the athlete’s perception of injury related to specialization. Study Design: Cross-sectional study; Level of evidence, 3. Methods: A survey was distributed to HS, collegiate, and professional athletes prior to their yearly preparticipation physical examination. Athletes were asked whether they had chosen to specialize in only 1 sport, and data were then collected pertaining to this decision. Results: A total of 3090 athletes completed the survey (503 HS, 856 collegiate, and 1731 professional athletes). A significantly greater percentage of current collegiate athletes specialized to play a single sport during their childhood/adolescence (45.2% of HS athletes, 67.7% of collegiate athletes, and 46.0% of professional athletes; P < .001). The age of single-sport specialization differed between groups and occurred at a mean age of 12.7 ± 2.4 (HS), 14.8 ± 2.5 (collegiate), and 14.1 ± 2.8 years (professional) (P < .001). Current HS (39.9%) and collegiate athletes (42.1%) recalled a statistically greater incidence of sport-related injury than current professional athletes (25.4%) (P < .001). The majority (61.7%) of professional athletes indicated that they believed specialization helps the athlete play at a higher level, compared with 79.7% of HS and 80.6% of collegiate athletes (P < .001). Notably, only 22.3% of professional athletes said they would want their own child to specialize to play only 1 sport during childhood/adolescence. Conclusion: This study provides a foundation for understanding current trends in single-sport specialization in all athletic levels. Current

  20. Special Health Care Needs Across the School and Family Contexts: Implications for Service Utilization.

    Science.gov (United States)

    O'Connor, Meredith; Rosema, Stefanie; Quach, Jon; Kvalsvig, Amanda; Goldfeld, Sharon

    2017-08-01

    A fifth of children enter school with special health care needs (SHCN), many of whom have difficulties that are milder or not yet formally diagnosed (emerging SHCN). This study aimed to investigate how differing perceptions of children's emerging SHCN across the family and school contexts relates to service utilization. Sample: The nationally representative birth cohort of the Longitudinal Study of Australian Children, which includes parent reports on the abbreviated Children with Special Health Care Needs Screener. For a subsample of 2459 children teachers also completed the Australian Early Development Census, a measure of early childhood development at school entry that includes SHCN. Logistic regression analyses were conducted adjusting for severity of condition, gender, language background, and disadvantage. Overall 24.1% of children were identified by their parent and/or teacher as experiencing emerging SHCN. Compared with those with consistent reports, children with parent-only identified needs had lower odds of accessing school services (odds ratio [OR], 0.29; 95% confidence interval [CI], 0.10-0.81). Similarly, children with parent-only (OR, 0.39; 95% CI, 0.20-0.75) and teacher-only (OR, 0.25; 95% CI, 0.14-0.46) identified needs had significantly lower odds of accessing services in the community. When parent and teacher perceptions of children's emerging SHCN were inconsistent, service use was lower at school and in the community. Further efforts are needed by health and education providers to ensure that common understandings about a child's needs at school are established early in children's educational careers. Copyright © 2017. Published by Elsevier Inc.

  1. The role of special education teachers in facilitating peer relationships among students with mild intellectual disabilities in lower secondary school.

    Science.gov (United States)

    Sigstad, Hanne Marie Høybråten

    2017-01-01

    Students with intellectual disabilities may lack sufficiently developed skills to initiate qualitatively good social interactions; thus, they might be in need of assistance. This study examined special education teachers' role in facilitating peer relationships among students with mild intellectual disabilities in a mainstream school context. The study was based on qualitative semi-structured interviews with nine special education teachers who belong to special education groups in lower secondary schools. A thematic structural analysis was used to identify themes. The teachers made substantial efforts to promote social competence and ensure optimal conditions to foster peer interactions. An "academic-oriented" education, divergent attitudes, challenges in teacher collaboration, and organizational constraints may be barriers. In a mainstream school, the role of special education teachers appears to be dependent on the basic values of the school management in terms of real opportunities to foster peer relationships among students with mild intellectual disabilities.

  2. The perceptions and practices of selected high school teachers in special admission schools regarding writing across the curriculum

    Science.gov (United States)

    Mitchell, Rebecca Hayward

    The National Assessment of Educational Progress (NAEP) measured the writing achievement of 55,000 American school children. The students performed at the basic or lower level. In 1988, "The Writing Report Card of the NAEP," and in 1996, the Pennsylvania Mathematics and Reading Assessment along with the Stanford 9 Exam concluded that students, of all racial/ethnic backgrounds, are unable to write well except in response to the simplest tasks. The purpose of this study was to determine the perceptions and practices of math, science, and social studies high school teachers in special admission schools regarding writing across the curriculum (WAC). Specifically, this study attempted to answer: (1) Do math, science, and social studies teachers differ in their perceptions and practices regarding student writing in their classrooms? (2) Are teacher characteristics related to the perceptions and practices of math, science, and social studies teachers regarding the need for student writing in their classrooms? The questions led to the following null hypotheses: (1) There is no significant difference among math, science, and social studies teachers regarding their perceptions and practices for student writing in their classrooms. (2) There is no significant relationship between the highest degree earned, the length of teaching experience, and the level of grades taught by math, science, and social studies teachers and their perceptions and practices regarding the need for student writing in their classrooms. A review of the literature since 1992 using ERIC and Dissertation Abstracts revealed that there were no studies concerned with the focus of this particular study. A cross sectional survey of School District of Philadelphia math, science, and social studies high school teachers in special admission schools was conducted. A questionnaire was developed to obtain the data. A panel of experts was selected to establish validity of the instrument. Thirty-two usable

  3. 78 FR 47274 - National School Lunch, Special Milk, and School Breakfast Programs, National Average Payments...

    Science.gov (United States)

    2013-08-05

    ... School Breakfast Programs, National Average Payments/Maximum Reimbursement Rates Correction In notice... HAWAII: PAID 0.08 REDUCED PRICE 0.47 FREE 0.94 *Payment listed for Free and Reduced Price Lunches include both section 4 and section 11 funds. [FR Doc. C1-2013-17990 Filed 8-2-13; 8:45 am] BILLING CODE 1501-01...

  4. Diverse Approaches to Parent Advocacy during Special Education Home-School Interactions: Identification and Use of Cultural and Social Capital

    Science.gov (United States)

    Trainor, Audrey A.

    2010-01-01

    Home-school partnerships in special education often include parent advocacy that at times requires specific and specialized knowledge, skills, and attitudes. Parent participation is shaped by access to cultural and social capital resources and is critical to assessment and service delivery. This study explores the types of capital resources…

  5. The Shield or the Sword? Revisiting the Debate on Racial Disproportionality in Special Education and Implications for School Psychologists

    Science.gov (United States)

    Sullivan, Amanda L.; Proctor, Sherrie L.

    2016-01-01

    Scholars in special education and school psychology are engaged in renewed debate about the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education following research and commentaries challenging long held assumptions that many students are inappropriately identified with special…

  6. The Advocacy Efforts of African American Mothers of Children with Disabilities in Rural Special Education: Considerations for School Professionals

    Science.gov (United States)

    Stanley, Summer Lynn Gainey

    2015-01-01

    Legislation maintains expectations that educators form partnerships with parents, specifically within the field of special education (IDEA, 2004), and requires schools to allow parents to participate in all phases of educational assessment and planning for students who receive special education services. Many parents, however, encounter barriers…

  7. The Effect of Inclusion Models on Special Education Student Performance in Charter Schools in Washington, D.C.

    Science.gov (United States)

    Owoh, Kendahl

    2013-01-01

    Assessment results of 52 special education students in a charter school in Washington, D.C., were used to compare instruction received in co-teaching models of inclusion and resource classrooms to determine their impact on end-of-year standardized state exams. Statistical analysis showed Grade 3-8 special education students currently receiving…

  8. PECULIARITIES OF MOTIVATION AND SELF-ATTITUDE DURING THE CHOICE OF SPECIALIZATION IN A MEDICAL HIGH SCHOOL

    Directory of Open Access Journals (Sweden)

    T. V. Malyutina

    2015-05-01

    Full Text Available Personal backgrounds of the choice of specialization by graduates of a medical high school are studied in this article. The hypothesis is checked that the strategies of testees in the situation of the choice of specialization are determined by the peculiarities of self-attitude and motivation. Depending on the specifity of perception of the situation of specialization 4 groups of testees are distinguished and described. They have different types of an individual strategy: functionally efficient, optimal, investigative and troublous.

  9. Single Sport Specialization in Youth Sports: A Survey of 3,090 High School, Collegiate, and Professional Athletes

    OpenAIRE

    Buckley, Patrick S.; Bishop, Meghan; Kane, Patrick; Ciccotti, Michael C.; Selverian, Stephen; Exume, Dominique; Emper, William D.; Freedman, Kevin B.; Hammoud, Sommer; Cohen, Steven B.; Ciccotti, Michael G.

    2017-01-01

    Objectives: Youth participation in organized sports in the United States is rising, with many athletes focusing on a single sport at an increasingly younger age. There is considerable debate regarding the rationale, optimal timing, injury risk, and the psychosocial health of a young athlete specializing early in a single sport. The purpose of our study was to compare youth single sport specialization in high school (HS), collegiate, and professional athletes with respect to the age of special...

  10. School-Age Test Proficiency and Special Education After Congenital Heart Disease Surgery in Infancy.

    Science.gov (United States)

    Mulkey, Sarah B; Bai, Shasha; Luo, Chunqiao; Cleavenger, Jordyn E; Gibson, Neal; Holland, Greg; Mosley, Bridget S; Kaiser, Jeffrey R; Bhutta, Adnan T

    2016-11-01

    To evaluate test proficiency and the receipt of special education services in school-age children who had undergone surgery for congenital heart disease (CHD) at age Education longitudinal database containing achievement test scores in literacy and mathematics for grades 3-4 and special education codes. The primary negative outcome was not achieving grade-level proficiency on achievement tests. Logistic regression accounting for repeated measures was used to evaluate for associations between achieving proficiency and demographic data, maternal education, and clinical factors. A total of 362 of 458 (79%) children who underwent surgery for CHD were matched to the Arkansas Department of Education database, 285 of whom had grade 3 and/or 4 achievement tests scores. Fewer students with CHD achieved proficiency in literacy and mathematics (P education predicted proficiency in literacy (P special education services (26.9% vs 11.6%; P special education services than all state students. Results from this study support the need for neurodevelopmental evaluations as standard practice in children with CHD. Copyright © 2016 Elsevier Inc. All rights reserved.

  11. Parents' Perspective of the Impact of School Practices on the Functioning of Students with Special Educational Needs

    Science.gov (United States)

    Lui, Ming; Yang, Lan; Sin, Kuen-Fung

    2017-01-01

    Students with special educational needs (SEN) are at an elevated risk of psychological and behavioural dysfunctions. In this study, we conducted a survey of parents of students with SEN in Hong Kong to examine the impact of two school practices--learning support and school climate--on the psychological and behavioural functioning (PBF) of students…

  12. The Challenges of Implementing Group Work in Primary School Classrooms and Including Pupils with Special Educational Needs

    Science.gov (United States)

    Baines, Ed; Blatchford, Peter; Webster, Rob

    2015-01-01

    Findings from two studies are discussed in relation to the experiences and challenges faced by teachers trying to implement effective group work in schools and classrooms and to reflect on the lessons learnt about how to involve pupils with special educational needs (SEN). The first study reports on UK primary school teachers' experiences of…

  13. Disproportionality Fills in the Gaps: Connections between Achievement, Discipline and Special Education in the School-to-Prison Pipeline

    Science.gov (United States)

    Annamma, Subini; Morrison, Deb; Jackson, Darrell

    2014-01-01

    The focus on the achievement gap has overshadowed ways in which school systems constrain student achievement through trends of racial disproportionality in areas such as school discipline, special education assignment, and juvenile justice. Using Critical Race Theory, we reframe these racial disparities as issues of institutionalized racism.…

  14. Capacity Building Special Alternatives Program Community School District 3. Final Evaluation Report, 1993-94. OER Report.

    Science.gov (United States)

    Duque, Diana L.

    The Capacity Building Special Alternatives Program, an Elementary and Secondary Education Act Title VII-funded project in its second year of operation, functioned at seven schools in a community school district of Manhattan (New York). The project served 195 students of limited English proficiency (LEP) whose native languages were Albanian,…

  15. Fostering Literacy Learning with Three Middle School Special-Education Students Using Therapy Dogs as Reading Partners

    Science.gov (United States)

    Lamkin, Donna

    2017-01-01

    This case study explored dog-assisted reading with three middle-school special education students in a self-contained alternative school. Data collection conducted over a 15-month period included observations, interviews, and artifacts. In this study, reading with therapy dogs and their handlers, helped three adolescent readers with their reading…

  16. Inclusive Education and Perceptions of Learning Facilitators of Children with Special Needs in a School in Sweden

    Science.gov (United States)

    Meynert, Mariam John

    2014-01-01

    This study examines the concept of inclusion and the degree to which it is being practiced in Swedish municipality schools and tries to draw some conclusions about the nature of pedagogy practiced in Sweden. This is a qualitative case study where primary data are collected from only five facilitators of children of special needs in one school in…

  17. Evaluating the quality of learning environments and teaching practice in special schools

    DEFF Research Database (Denmark)

    Hedegaard-Sørensen, Lotte; Tetler, Susan

    2016-01-01

    This article reports on findings of a study conducted in collaboration with the National Institute of Social Research (SFI) and the University of Aarhus, Department of Education. The objective of the study and the focus of this article was to develop a tool for systematic evaluation and developme...... of the quality of teaching in special schools. The article describes the research-process which led to the construction of the tool as well as the way teachers can use the tool to improve the quality of their teaching....

  18. Self-image of special education teachers in comparison to primary school teachers

    OpenAIRE

    Dovečar, Anja

    2016-01-01

    In my master thesis, I note self-image of special education teachers and primary school teachers, I compare them and determine in which areas their self-image is good and in which poor. In the theoretical introduction, there are the definitions of self-image, components and areas of self-image, the self-image of teachers, factors that affect the self-image of teachers, the impact of self-image on teaching and on the self-image of students, ways of promoting positive self-image in teachers and...

  19. International Perspectives on Academic and Professional Preparation of School and Educational Psychologists: Introduction to a Special Issue of the "International Journal of School & Educational Psychology"

    Science.gov (United States)

    Oakland, Thomas; Hatzichristou, Chryse

    2014-01-01

    This special issue of the "International Journal of School & Educational Psychology" is devoted to promoting an understanding of some current features of school psychology programs and to suggest ways to further strengthen preparation. Information summarized in these 12 articles is intended to assist us in determining the relevance…

  20. Academic and social achievement goals: Their additive, interactive, and specialized effects on school functioning.

    Science.gov (United States)

    Liem, Gregory Arief D

    2016-03-01

    Students' pursuit of academic and social goals has implications for school functioning. However, studies on academic and social achievement goals have been relatively independent and mainly conducted with students in culturally Western settings. Guided by multiple-goal perspectives, this study examined the role of academic and social achievement goals in outcome variables relevant to academic (achievement, effort/persistence), social (peer relationship satisfaction, loneliness), and socio-academic (cooperative learning, competitive learning, socially regulated, and self-regulated learning) functioning. A total of 356 Indonesian high-school students (mean age = 16 years; 36% girls) participated in the study. A self-report survey comprising items drawn from pre-existing instruments was administered to measure distinct dimensions of achievement goals and outcomes under focus. Regression analysis was performed to examine additive, interactive, and specialized effects of achievement goals on outcomes. Aligned with the hierarchical model of goal relationships (Wentzel, 2000, Contemp. Educ. Psychol., 25, 105), academic and social achievement goals bore additive effects on most outcomes. Findings also revealed a specialized effect on academic achievement and notable interactive effects on cooperative learning. In general, mastery-approach and performance-approach goals were more adaptive than their avoidance counterparts. The effects of social development goals were positive, whereas those of social demonstration-approach goals were mixed. Contrary to prior findings, social demonstration-avoidance goals did not appear to be inimical for school functioning. Findings underscore the importance of both academic and social achievement goals in day-to-day school functioning and the need to consider the meaning of goals and the coordination of multiple goals from cultural lenses. © 2015 The British Psychological Society.

  1. Language and culture in the Deaf community: a case study in a South African special school

    Directory of Open Access Journals (Sweden)

    Stander, Marga

    2017-06-01

    Full Text Available An ethnographic case study on Deaf culture was done at the Thiboloha Special School in a rural area of the Free State province in South Africa. Two Deaf learners and three Deaf teaching assistants participated in this study. Although they were all part of the hearing Sotho culture, they were also full participants in the Deaf community. The study was done by means of video recordings, interviews, and questionnaires. The study reveals the diversity of the Deaf community with a vibrant and unique culture associated with this school, which gives them a sense of belonging. The analysis of the questionnaires, interviews, and recordings in this study shows how significant it is for the Deaf to be part of a Deaf community and culture, as well as part of a hearing community. It is important for them to be Deaf (with a capital ‘D’ and have a Deaf identity. It became evident in this study that Deaf people prefer to use Sign Language for communication purposes in the Deaf community. The study also shows the key role the school plays in introducing Deaf learners to Deaf culture and community, and South African Sign Language, which connects them to a wider Deaf and hearing community. The school became the participants’ new community where they found their Deaf identity, their own language and culture. The school fulfilled its role to realise the importance and value of Deaf culture and community and succeeded in de-pathologising deafness. This study confirms the responsibility of and opportunity for schools to educate their Deaf learners about their culture and community.

  2. A comparative perspective on the experiences of deaf and hard of hearing individuals as students at mainstream and special schools.

    Science.gov (United States)

    Angelides, Panayiotis; Aravi, Christiana

    Integration of individuals categorized as having special educational needs in mainstream schools has become a dominant policy in many countries. Changes in recent years in the field traditionally called "special education" have significantly influenced the education of deaf and hard of hearing individuals. The movements against segregation and toward integration and, more recently, inclusion, have created the conditions for educational changes, not only in mainstreaming but in special education. The article brings to light the views and experiences of deaf and hard of hearing people as students at special schools and mainstream schools, in order to compare the two systems from the viewpoints of those involved and to explore the possible implications of these views and experiences for the development of the educational system in Cyprus regarding inclusive education. Particular attention is given to improvement of the education of deaf and hard of hearing children.

  3. A school-based programme for tobacco and alcohol prevention in special education: effectiveness of the modified 'healthy school and drugs' intervention and moderation by school subtype.

    Science.gov (United States)

    Turhan, Abdullah; Onrust, Simone A; Ten Klooster, Peter M; Pieterse, Marcel E

    2017-03-01

    To test the effectiveness of the Healthy School and Drugs (HSD) programme on tobacco and alcohol use in Dutch secondary special education (SE) schools, and whether this depends upon subtypes of SE schools and the level of implementation. In a quasi-experimental design with baseline and post-treatment follow-up, 363 students were allocated arbitrarily or depending on teacher motivation to either intervention condition (n = 205) or usual curriculum (n = 158). Thirteen secondary SE schools spread throughout the Netherlands. Participants were recruited during the autumn of 2013 from three school subtypes: SE for adolescents with intellectual/physical disabilities (SEI; n = 13), behavioural/emotional difficulties (SEB; n = 136) and learning disabilities/developmental disorders (SEL; n = 214). Self-reported life-time smoking prevalence and life-time drinking frequency as outcomes, and school subtype (SEL/SEB) and implementation fidelity (high/low) as moderators. No significant differences were found at follow-up in life-time smoking [odds ratio (OR) = 1.52; 95% confidence interval (CI) = 0.74-3.12] and drinking frequency (d = 0.01; 95% CI = -0.16 to 0.18). Interaction analyses revealed adverse effects in SEB students for alcohol use (d = 0.43; 95% CI = 0.16-0.69). Effect on tobacco refusal self-efficacy was moderated positively by implementation fidelity (d = 0.35; 95% CI = 0.07-0.63). The Healthy School and Drugs programme adapted for secondary special education in the Netherlands lacked clear evidence for effects on all outcomes. This pilot study suggests further that, within special education, substance use interventions may need to be targeted at school subtypes, as these may have harmful effects among students with behavioural difficulties. Finally, limited evidence was found that programme effectiveness may depend upon implementation fidelity. © 2016 Society for the Study of Addiction.

  4. Crossing borders: High school science teachers learning to teach the specialized language of science

    Science.gov (United States)

    Patrick, Jennifer Drake

    The highly specialized language of science is both challenging and alienating to adolescent readers. This study investigated how secondary science teachers learn to teach the specialized language of science in their classrooms. Three research questions guided this study: (a) what do science teachers know about teaching reading in science? (b) what understanding about the unique language demands of science reading do they construct through professional development? and (c) how do they integrate what they have learned about these specialized features of science language into their teaching practices? This study investigated the experience of seven secondary science teachers as they participated in a professional development program designed to teach them about the specialized language of science. Data sources included participant interviews, audio-taped professional development sessions, field notes from classroom observations, and a prior knowledge survey. Results from this study suggest that science teachers (a) were excited to learn about disciplinary reading practices, (b) developed an emergent awareness of the specialized features of science language and the various genres of science writing, and (c) recognized that the challenges of science reading goes beyond vocabulary. These teachers' efforts to understand and address the language of science in their teaching practices were undermined by their lack of basic knowledge of grammar, availability of time and resources, their prior knowledge and experiences, existing curriculum, and school structure. This study contributes to our understanding of how secondary science teachers learn about disciplinary literacy and apply that knowledge in their classroom instruction. It has important implications for literacy educators and science educators who are interested in using language and literacy practices in the service of science teaching and learning. (Full text of this dissertation may be available via the University

  5. Basic Arithmetical Skills of Students with Learning Disabilities in the Secondary Special Schools: An Exploratory Study Covering Fifth to Ninth Grade

    Science.gov (United States)

    Gebhardt, Markus; Zehner, Fabian; Hessels, Marco G. P.

    2014-01-01

    The mission of German special schools is to enhance the education of students with Special Educational Needs in the area of Learning (SEN-L). However, recent studies indicate that students with SEN-L from special schools show difficulties in basic arithmetical operations, and the development of basic mathematical skills during secondary special…

  6. Prevalence of traumatic dental injuries among visually impaired children attending special schools of Chhattisgarh

    Directory of Open Access Journals (Sweden)

    Harsha Munot

    2017-01-01

    Full Text Available Background: Studies on dental trauma of the normal population have been carried out in the past; however, limited data are available on dental trauma of the handicapped population, especially visually impaired children in Chhattisgarh, India. Aim: The aim of this study is to determine the prevalence of traumatic dental injuries (TDIs in visually impaired children in relation to age, cause, and place of injury. Materials and Methods: Epidemiological study was carried out among 400 children from various special schools of visually impaired children of Chhattisgarh followed by school dental checkup camps. All the children completed a questionnaire related history of trauma, cause, and place. The prevalence of TDIs in each special child was recorded based on the Epidemiological classification of TDIs by the WHO and was modified by Andreasen et al. (2007. Statistical Analysis: Statistical analysis was done using SPSS version 17. The level of significance was fixed at P ≤ 0.05. Association between categorical variables was done using Chi-square test. Results: The results showed that out of 400 children, 39% suffered from TDIs. Permanent maxillary central incisors were most commonly injured teeth with injuries involving enamel (53% being most frequently observed. Increased overjet and inadequate lip coverage were significantly associated with the occurrence of trauma. Conclusion: As blind children are at the risk of multiple TDI, it is necessary to create awareness, health education, and periodic screening for appropriate management.

  7. Prevalence of traumatic dental injuries among visually impaired children attending special schools of Chhattisgarh.

    Science.gov (United States)

    Munot, Harsha; Avinash, Alok; Kashyap, Nilotpol; Baranwal, Rashmi; Kumar, Brij; Sagar, Maylavarapu Krishna

    2017-01-01

    Studies on dental trauma of the normal population have been carried out in the past; however, limited data are available on dental trauma of the handicapped population, especially visually impaired children in Chhattisgarh, India. The aim of this study is to determine the prevalence of traumatic dental injuries (TDIs) in visually impaired children in relation to age, cause, and place of injury. Epidemiological study was carried out among 400 children from various special schools of visually impaired children of Chhattisgarh followed by school dental checkup camps. All the children completed a questionnaire related history of trauma, cause, and place. The prevalence of TDIs in each special child was recorded based on the Epidemiological classification of TDIs by the WHO and was modified by Andreasen et al. (2007). Statistical analysis was done using SPSS version 17. The level of significance was fixed at P ≤ 0.05. Association between categorical variables was done using Chi-square test. The results showed that out of 400 children, 39% suffered from TDIs. Permanent maxillary central incisors were most commonly injured teeth with injuries involving enamel (53%) being most frequently observed. Increased overjet and inadequate lip coverage were significantly associated with the occurrence of trauma. As blind children are at the risk of multiple TDI, it is necessary to create awareness, health education, and periodic screening for appropriate management.

  8. How do children at special schools and their parents perceive their HRQoL compared to children at open schools?

    Science.gov (United States)

    Jelsma, Jennifer; Ramma, Lebogang

    2010-07-21

    There has been some debate in the past as to who should determine values for different health states for economic evaluation. The aim of this study was to compare the Health Related Quality of Life (HRQoL) in children attending open schools (OS) and children with disabilities attending a special school (SS) and their parents in Cape Town South Africa. The EQ-5D-Y and a proxy version were administered to the children and their parents were requested to fill in the EQ-5D-Y proxy version without consultation with their children on the same day. A response rate of over 20% resulted in 567 sets of child/adult responses from OS children and 61 responses from SS children. Children with special needs reported more problems in the "Mobility" and "Looking after myself" domains but their scores with regard to "Doing usual activities", "Pain or discomfort" and "Worried, sad or unhappy" were similar to their typically developing counterparts. The mean Visual Analogue Scale (VAS) score of SS children was (88.4, SD18.3, range 40-100) which was not different to the mean score of the OS respondents (87.9, SD16.5, range 5-100).The association between adult and child scores was fair to moderate in the domains. The correlations in VAS scores between Open Schools children and female care-givers' scores significant but low (r = .33, p School children and adult (r = .16, p = .24). It would appear that children with disabilities do not perceive their HRQoL to be worse than their able bodied counterparts, although they do recognise their limitations in the domains of "Mobility" and "Doing usual activities". This finding lends weight to the argument that valuation of health states by children affected by these health states should not be included for the purpose of economic analysis as the child's resilience might result in better values for health states and possibly a correspondingly smaller resource allocation. Conversely, if HRQoL is to be used as a clinical outcome, then it is

  9. Ocular Health Status and Causes of Enrolment into Special Schools in Osun State, Nigeria

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    Michaeline Isawumi

    2016-12-01

    Full Text Available Background Knowledge of the status of eye diseases among students’ enrolled in the special schools would assist in planning preventive and treatment strategies. Objectives To determine the types and causes of ocular morbidity leading to enrolment of students in special schools of Osun state. Methods We conducted a cross-sectional study by utilizing a total-sampling-technique on students attending all 8 special primary and integrated secondary schools to find out the common ophthalmic diseases between July and September 2013. Teachers’ registers, oral interview and clinical examination were used to obtain data. The data were analyzed by descriptive statistics through SPSS 17 software. Results Four hundred and seventy-two (472 students between the ages of 4 and 36 years with mean of 13.7 ± 4.7 were examined. Two hundred and seventy-six (58.5% were males and one hundred-ninety- six were females. Fathers’ occupation were mostly farmers 142 (30.1% and Artisans 133 (28.2%. Abnormal ocular findings were seen in 9.9% of students. The prevalence of blindness was 4.7% [95% Confidence Interval (CI 2.7 - 6.6]. Anatomical causes of blindness were corneal scarring (2.1% especially post measles keratopathy, whole globe disorders (1.1%, toxoplasma chorioretinal scars and maculopathies (0.6%, amblyopia/uncorrected refractive errors (0.4% and cortical visual impairment (0.2% . The prevalence of visual impairment was 1.4% [CI 0.0 -1.7], with cataracts and refractive error being the most common causes. Other findings included nystagmus (0.2%, vernal conjunctivitis (0.4%, and pigmentary retinopathy (4.2%. Ocular pathologies occurred most frequently among the lower socio-economic group (χ2 169.69, P < 0.001. Conclusions The common causes of ocular diseases leading to enrolment are avoidable. Mandatory eye examination at birth, preschool years and school age is needed for early detection and intervention. Health education, adequate nutrition, and immunization

  10. "Strictly in the Capacity of Servant": The Interconnection between Residential and School Segregation in Oxnard, California, 1934-1954

    Science.gov (United States)

    Garcia, David G.; Yosso, Tara J.

    2013-01-01

    To introduce their examination of the social production of segregated space and power relations in Oxnard, California from 1934 to 1954, the authors utilize portions of a letter written by Alice Shaffer, April 21, 1938, to the Oxnard School Board of Trustees. Shaffer outlines the seemingly shared concerns of her neighbors about a disruption of the…

  11. Self-Concept Changes in Multiple Self-Concept Domains of Gifted Students Participating in a Summer Residential School

    Science.gov (United States)

    Preckel, Franzis; Rach, Hannah; Scherrer, Vsevolod

    2016-01-01

    The present study investigated changes in self-esteem, academic self-concept, intellectual self-concept, and social self-concepts of acceptance, assertion, relations with same-sex peers and relations with other-sex peers with 177 gifted students participating in a 16-day summer school in Germany. Students were assessed three times by self-report…

  12. Comparison of Behavioral Problems and Skills of 7-12-Year-Old Students With a Physical/Motor Disability at Mainstream aewnd Special Schools

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    Tahereh Hendi

    2018-03-01

    Discussion: Our data demonstrate that behavioral problems of students with a physical/motor disability are fewer in mainstream schools indicating stronger behavior skills than their peers in special schools. In view of our data, we recommend the possibility of integrating the education of special needs students at regular schools.

  13. Care Coordination with Schools: The Role of Family-Centered Care for Children with Special Health Care Needs.

    Science.gov (United States)

    Barnard-Brak, Lucy; Stevens, Tara; Carpenter, Julianna

    2017-05-01

    Objectives Family-centered care has been associated with positive outcomes for children with special health care needs. The purpose of the current study was to examine the relationship of family-centered care as associated with care coordination with schools and school absences (e.g., missed days) as reported by parents of children with special health care needs. Methods The current study utilized data from the National Survey of Children with Special Health Care Needs 2009-201 (N = 40,242) to achieve this purpose. The National Survey of Children with Special Health Care Needs may be considered a nationally-representative and community-based sample of parent responses for children with special health care needs across the United States. Results Results from the current study indicate that family-centered care is associated with fewer absences and improved care coordination with schools when applicable. The variables of functional difficulties, poverty level, and the number of conditions were statistically controlled. Conclusions We suggest that the positive influence of family-centered care when practiced extends beyond the family and interacts with educational outcomes. We also suggest that the role of schools appears to be under-studied given the role that schools can play in family-centered care.

  14. Association of Competition Volume, Club Sports, and Sport Specialization With Sex and Lower Extremity Injury History in High School Athletes.

    Science.gov (United States)

    Post, Eric G; Bell, David R; Trigsted, Stephanie M; Pfaller, Adam Y; Hetzel, Scott J; Brooks, M Alison; McGuine, Timothy A

    High school athletes are increasingly encouraged to participate in 1 sport year-round to increase their sport skills. However, no study has examined the association of competition volume, club sport participation, and sport specialization with sex and lower extremity injury (LEI) in a large sample of high school athletes. Increased competition volume, participating on a club team outside of school sports, and high levels of specialization will all be associated with a history of LEI. Girls will be more likely to engage in higher competition volume, participate on a club team, and be classified as highly specialized. Cross-sectional study. Level 3. High school athletes completed a questionnaire prior to the start of their competitive season regarding their sport participation and previous injury history. Multivariable logistic regression analyses were used to investigate associations of competition volume, club sport participation, and sport specialization with history of LEI, adjusting for sex. A cohort of 1544 high school athletes (780 girls; grades 9-12) from 29 high schools completed the questionnaire. Girls were more likely to participate at high competition volume (23.2% vs 11.0%, χ 2 = 84.7, P sport, or who were highly specialized had greater odds of reporting a previous LEI than those with low competition volume (odds ratio [OR], 2.08; 95% CI, 1.55-2.80; P sport participation (OR, 1.50; 95% CI, 1.20-1.88; P sport volume, on a club team, or being highly specialized was associated with history of LEI. Girls were more likely to participate at high volumes, be active on club teams, or be highly specialized, potentially placing them at increased risk of injury. Youth athletes, parents, and clinicians should be aware of the potential risks of intense, year-round participation in organized sports.

  15. Student Preference for Residential or Online Project Work in Psychology

    Science.gov (United States)

    Kaye, Helen; Barrett, Jane P.; Knightley, Wendy M.

    2013-01-01

    Psychology students at the Open University (OU) can choose whether to complete their project work at residential school or by participating in an online equivalent. This study identifies different factors governing module choice and student experience: When choosing residential school, social aspects are important, whereas for online, students are…

  16. [Comparing students in inclusive education to those in special schools: the view of parents of children with learning disabilities].

    Science.gov (United States)

    Klicpera, Christian; Klicpera, Barbara Gasteiger

    2004-12-01

    The paper presents the results of a survey of 755 parents of learning disabled children with certified special needs who either attended classes within regular education or special schools. All parents were involved in the decision on the school placement of their children. The experiences of 547 parents of learning disabled students in inclusive classes were contrasted with those of 207 parents of children in special schools. Besides a rather high satisfaction with previous school experiences of their children a number of differences between the two groups of parents could be observed. Parents of students in special schools viewed their children as rather little challenged by their educational requirements whereas those in inclusive education found their children to be overtaxed. The social development of the students in inclusive education was judged as more positive and, generally, a higher rate of parents of learning disabled students in inclusive classes were satisfied with their choice of the educational setting. Although the requirements for parental support concerning studying were higher in inclusive classes this cannot solely explain the differences of experiences with school. In a second step, satisfied parents were compared to dissatisfied parents. It could be found that the group of dissatisfied parents had to make their choice on the educational setting of their children under less favourable conditions and many could not accept that their child had been classified as having special needs. This applied to parents of students in inclusive education as well as to parents of children in special schools. Additionally, parents of students with German as a second language reported to be discontented more frequently. No significant discrepancies could be found between different grades or federal states with different quotas of inclusive education.

  17. Unintended Consequences: Effects of Paternal Incarceration on Child School Readiness and Later Special Education Placement

    Directory of Open Access Journals (Sweden)

    Anna R Haskins

    2014-04-01

    Full Text Available Though sociologists have examined how mass incarceration affects stratification, remarkably little is known about how it shapes educational disparities. Analyzing the Fragile Families Study and its rich paternal incarceration data, I ask whether black and white children with fathers who have been incarcerated are less prepared for school both cognitively and non-cognitively as a result, and whether racial and gendered disparities in incarceration help explain the persistence of similar gaps in educational outcomes and trajectories. Using a variety of estimation strategies, I show that experiencing paternal incarceration by age five is associated with lower non-cognitive school readiness. While the main effect of incarceration does not vary by race, boys with incarcerated fathers have substantially worse non-cognitive skills at school entry, impacting the likelihood of special education placement at age nine. Mass incarceration facilitates the intergenerational transmission of male behavioral disadvantage, and because of the higher exposure of black children to incarceration, it also plays a role in explaining the persistently low achievement of black boys.

  18. Using symbolic interactionism to analyze a specialized STEM high school teacher's experience in curriculum reform

    Science.gov (United States)

    Teo, Tang Wee; Osborne, Margery

    2012-09-01

    In this paper, we present a microanalysis of a specialized STEM (science, technology, engineering, and mathematics) high school teacher's experience of self-initiated science inquiry curriculum reform. We examine the meanings of these two constructs: inquiry curriculum and curriculum change through the process lens of interactions, actions, and interpretations. Symbolic interactionism is the theoretical framework we used to frame our analysis of how this teacher, Darren Daley (a pseudonym) and various stakeholders purposefully and strategically engaged in "face-work" and act out lines of actions to advocate or oppose curriculum change. Symbols are used in this world of face-to-face encounters to communicate, imply, and assert, meanings through socially flexible and adjustable processes. We scrutinize how Daley (un)consciously engaged all of these to defend his decisions, actions, and outcomes and "look" to others as doing inquiry reform. The meanings of such work are not intrinsically driven or reactions to psychological and extraneous factors and forces, but emergent through interactions. The data collection methods include interviews with Daley, school administrators, students, and parents, lesson observations in Daley's class, and gathering of school website pages, brochures, and curriculum materials. We represent data in narratives describing storied history, voices, interactions, anecdotal accounts from individuals' experiences, and interpretations. The analysis and findings illuminate the nature of teacher agency—how it is reclaimed, sustained, reinforced, contested, exercised, and modified in more nuanced ways, hence offering an alternative lens to theorizing and empirically analyzing this construct.

  19. Effects of Prenatal Cocaine Exposure on Special Education in School-Aged Children

    Science.gov (United States)

    Levine, Todd P.; Liu, Jing; Das, Abhik; Lester, Barry; Lagasse, Linda; Shankaran, Seetha; Bada, Henrietta S.; Bauer, Charles R.; Higgins, Rosemary

    2010-01-01

    OBJECTIVE The objective of this study was to evaluate the effects of prenatal cocaine exposure on special education at age 7 with adjustment for covariates. METHODS As part of the prospective, longitudinal, multisite study of children with prenatal cocaine exposure (Maternal Lifestyle Study), school records were reviewed for 943 children at 7 years to determine involvement in special education outcomes: (1) individualized education plan; (2) special education conditions; (3) support services; (4) special education classes; and (5) speech and language services. Logistic regression was used to examine the effect of prenatal cocaine exposure on these outcomes with environmental, maternal, and infant medical variables as covariates, as well as with and without low child IQ. RESULTS Complete data for each analysis model were available for 737 to 916 children. When controlling for covariates including low child IQ, prenatal cocaine exposure had a significant effect on individualized education plan. When low child IQ was not included in the model, prenatal cocaine exposure had a significant effect on support services. Male gender, low birth weight, white race, and low child IQ also predicted individualized education plan. Low birth weight and low child IQ were significant in all models. White race was also significant in speech and language services. Other covariate effects were model specific. When included in the models, low child IQ accounted for more of the variance and changed the significance of other covariates. CONCLUSIONS Prenatal cocaine exposure increased the likelihood of receiving an individualized education plan and support services, with adjustment for covariates. Low birth weight and low child IQ increased the likelihood of all outcomes. The finding that white children were more likely to get an individualized education plan and speech and language services could indicate a greater advantage in getting educational resources for this population. PMID

  20. Epidemiology of parasitism and poly-parasitism involving intestinal helminths among school children from different residential settings in Nandi County, Kenya

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    Jimmy Ruto

    2016-01-01

    Full Text Available Background: Intestinal helminthiases present a major public health problem worldwide. In Africa, the prevalence varies in countries and within regions. The study aimed at assessing the prevalence of parasitism and poly-parasitism due to intestinal helminths in rural and urban settings. Settings and Design: A 6-month cross-sectional school-based study was undertaken in Nandi County, Kenya, to determine the prevalence of intestinal helminthiases in school children. Materials and Methods: A total of 2967 fecal samples were collected and analyzed to detect the presence of helminth ova, larvae, segments, or adults. Modified formal-ether concentration technique was used. Results: The study findings revealed that three helminth species were prevalent and were associated with intestinal helminthiases with an overall prevalence of ascariasis 55.8%, trichuriasis 26.9%, and hookworm disease 24.8%. There was no significant difference in the prevalence of intestinal helminth single infestations among the study sites and between sexes (P > 0.05. The prevalence of multiple infestations was established as 34.7% and was common in estates and villages (40-50% than in towns (18%. Poly-parasitism involving 2-3 helminths was prevalent in 8.4-25.4% than those with 4-5 species of 0.07-0.7%. A statistically significant difference among the different types of poly-helminthic infestations was established (P 0.05. Conclusion: The study confirmed that single and multiple helminth intestinal infestations were prevalent in rural and urban areas. Residential area was found not to be associated with multiple parasitism. The findings support the view that intestinal helminthiases require intervention. Recommendation: Strategic intervention in the form of mass diagnosis and treatment by the use of effective broad spectrum anthelmintic(s and public health education are recommended.

  1. How do children at special schools and their parents perceive their HRQoL compared to children at open schools?

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    Ramma Lebogang

    2010-07-01

    Full Text Available Abstract Background There has been some debate in the past as to who should determine values for different health states for economic evaluation. The aim of this study was to compare the Health Related Quality of Life (HRQoL in children attending open schools (OS and children with disabilities attending a special school (SS and their parents in Cape Town South Africa. Methods The EQ-5D-Y and a proxy version were administered to the children and their parents were requested to fill in the EQ-5D-Y proxy version without consultation with their children on the same day. Results A response rate of over 20% resulted in 567 sets of child/adult responses from OS children and 61 responses from SS children. Children with special needs reported more problems in the "Mobility" and "Looking after myself" domains but their scores with regard to "Doing usual activities", "Pain or discomfort" and "Worried, sad or unhappy" were similar to their typically developing counterparts. The mean Visual Analogue Scale (VAS score of SS children was (88.4, SD18.3, range 40-100 which was not different to the mean score of the OS respondents (87.9, SD16.5, range 5-100. The association between adult and child scores was fair to moderate in the domains. The correlations in VAS scores between Open Schools children and female care-givers' scores significant but low (r = .33, p Discussion It would appear that children with disabilities do not perceive their HRQoL to be worse than their able bodied counterparts, although they do recognise their limitations in the domains of "Mobility" and "Doing usual activities". Conclusions This finding lends weight to the argument that valuation of health states by children affected by these health states should not be included for the purpose of economic analysis as the child's resilience might result in better values for health states and possibly a correspondingly smaller resource allocation. Conversely, if HRQoL is to be used as a clinical

  2. Who is where? Characteristics of deaf and hard-of-hearing students in regular and special schools.

    Science.gov (United States)

    Shaver, Debra M; Marschark, Marc; Newman, Lynn; Marder, Camille

    2014-04-01

    To address the needs and abilities of deaf and hard-of-hearing (DHH) students in different educational settings, it is important to understand who is in which setting. A secondary analysis of the National Longitudinal Transition Study 2 database was conducted to examine differences in the characteristics of students who attended special schools, such as schools for the deaf, and those who attended regular schools serving a wide variety of students, such as neighborhood, alternative, and charter schools. The study included a nationally (U.S.) representative sample of about 870 DHH secondary school students. Findings from parent interviews and surveys revealed that students who attended only special secondary schools had greater levels of hearing loss, were more likely to use sign language, had more trouble speaking and conversing with others, and were more likely to have low functional mental scores than students who had attended only regular secondary schools. There were no differences in the presence of additional disabilities or cochlear implants between students in the different settings. In many ways, student characteristics did not vary by school type, suggesting that both types of secondary schools serve students with a wide range of needs and abilities.

  3. Discussion of the Curriculum of the Special Needs School for the Visually Impaired and Teacher Education : Focusing on Absorptive Function and Bouncy Function

    OpenAIRE

    高橋, 眞琴; 佐藤, 貴宣

    2016-01-01

    We discussed of the curriculum of the special needs school for the visually impaired based on ethnographic research from a socio perspective. We analyzed educational practice and teacher’s role taking and performance at the special needs school for the visually impaired. It is namely the elucidation of the process through which the reality peculiar to the special needs school for the visually impaired is accomplished as a reflexivity of definitions of situations and the categorization of the ...

  4. Middle school special education teachers' perceptions and use of assistive technology in literacy instruction.

    Science.gov (United States)

    Flanagan, Sara; Bouck, Emily C; Richardson, Jennifer

    2013-01-01

    In this research the authors examined middle school special education teachers' perceptions of assistive technology during literacy instruction with students with high incidence disabilities. A survey explored the use, effectiveness, and factors impacting use or effectiveness of assistive technology for literacy teaching and learning. Results suggested teachers' perceived assistive technology to be an effective tool for literacy, but use it minimally. When assistive technology was used, teachers indicated it was an effective literacy support. Teachers also reported barriers to using assistive technology in literacy including cost, usability, and lack of training/experience. However, factors such as previous successful experiences with assistive technology and assistive technology supporting students' learning encouraged assistive technology use. The consistency of teachers' reports of needing more experience and knowledge in assistive technology to fully use it suggests implications for preservice preparation such as providing additional experiences and information on assistive technology.

  5. THE IMPORTANCE OF STRUCTURED TEXT TALKS FOR STUDENTS’ READING COMPREHENSION AN INTERVENTION STUDY IN SPECIAL SCHOOLS

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    Monica REICHENBERG

    2014-09-01

    Full Text Available The present intervention study reveals that students diagnosed with an intellectual disability (ID are able to construct meaning from written expository text through guided social interaction. There were 31 students recruited from four special schools participating in this intervention study.The study involves a pre-test phase and a post-test phase. The students were divided into two intervention conditions: (a reciprocal teaching (RT, which involved practice in four reading strategies—prediction, question generating, clarification, and summarisation—and (b inference training (IT, which involved practice in answering inference questions, i.e., where you have to read between the lines to find the answer. The training included 16 sessions over 8 weeks. Pre- testing and post-testing included seven tests. Improvement of test results was obtained in both conditions to about the same extent, indicating that both conditions were beneficial.

  6. Music Therapy in Special Schools: The Assessment of the Quality of Relationship

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    Aspasia Fragkouli

    2013-12-01

    Full Text Available This qualitative scientific study – by means of analysing recorded therapeutic sessions with children with autism or mental disability in a special school – examines the process of creating a relationship between the therapist and the child in the context of music-therapeutic moments. The analysis of therapeutic moments was carried out through the AQR-instrument (Assessment of the Quality of Relationship and led to a the evaluation of the quality of relationship between the therapist and the child with autism or mental disability during therapy, b the evaluation of the correspondence of the therapeutic intervention to each child’s developmental level (modus, and c the appreciation of the differentiation in the relationship between the therapist and the child with autism or mental disability, as well as the size of that differentiation. Regardless of the pathology, it was observed that music therapy with children is advisable when the child shows disorders in his/her emotional development and in the ability to create a relationship. Music-therapeutic interventions that use the child itself as a starting point and follow the concept of elemental music, succeed in mobilising children’s healthy part and promote their development, in many areas. Research data are based on the author’s dissertation thesis: “Music therapy for children with psychological disorders in special education” (Fragkouli 2012.

  7. To Bill or Not to Bill: Medicaid Billing for Special Education Related Services in Arkansas Public Schools

    OpenAIRE

    Smith, Myra Kay Davis

    1997-01-01

    TO BILL OR NOT TO BILL: MEDICAID BILLING FOR SPECIAL EDUCATION RELATED SERVICES IN ARKANSAS PUBLIC SCHOOLS Myra Kay Davis Smith (ABSTRACT) Medicaid is a complicated system for educators to access. LEAs can access Medicaid funds by: billing through a contracted service, establishing their own billing system, or may choose not billing Medicaid. The purpose of this study was to investigate the Medicaid billing processes used in Arkansas public schools. The study ...

  8. The American Indian Summer Institute in Earth System Science (AISESS) at UC Irvine: A Two-Week Residential Summer Program for High School Students

    Science.gov (United States)

    Johnson, K. R.; Polequaptewa, N.; Leon, Y.

    2012-12-01

    Native Americans remain severely underrepresented in the geosciences, despite a clear need for qualified geoscience professionals within Tribal communities to address critical issues such as natural resource and land management, water and air pollution, and climate change. In addition to the need for geoscience professionals within Tribal communities, increased participation of Native Americans in the geosciences would enhance the overall diversity of perspectives represented within the Earth science community and lead to improved Earth science literacy within Native communities. To address this need, the Department of Earth System Science and the American Indian Resource Program at the University California have organized a two-week residential American Indian Summer Institute in Earth System Science (AISESS) for high-school students (grades 9-12) from throughout the nation. The format of the AISESS program is based on the highly-successful framework of a previous NSF Funded American Indian Summer Institute in Computer Science (AISICS) at UC Irvine and involves key senior personnel from the AISICS program. The AISESS program, however, incorporates a week of camping on the La Jolla Band of Luiseño Indians reservation in Northern San Diego County, California. Following the week of camping and field projects, the students spend a week on the campus of UC Irvine participating in Earth System Science lectures, laboratory activities, and tours. The science curriculum is closely woven together with cultural activities, native studies, and communication skills programs The program culminates with a closing ceremony during which students present poster projects on environmental issues relevant to their tribal communities. The inaugural AISESS program took place from July 15th-28th, 2012. We received over 100 applications from Native American high school students from across the nation. We accepted 40 students for the first year, of which 34 attended the program. The

  9. Leadership Style of Head Teachers of Basic Special Schools as Correlates of Retention of Special Needs Educators in Southern Ghana

    Science.gov (United States)

    Kumedzro, Felix Kwame; Otube, Nelly; Wamunyi, Chomba; Runo, Mary

    2016-01-01

    The study aimed at establishing relationship between leadership style of head teachers and retention of special education teachers in Southern Ghana. The study was purely quantitative and utilized descriptive correlation design which allowed the researcher to establish the strength and direction of the relationship between the independent variable…

  10. Ocular and visual status among children in special schools in Wales: the burden of unrecognised visual impairment.

    Science.gov (United States)

    Woodhouse, J Margaret; Davies, Nathan; McAvinchey, Aideen; Ryan, Barbara

    2014-06-01

    The high prevalence of visual defects among children with special needs is well reported and guidelines for vision screening are in place. However, recent research has suggested that vision care for such children is neglected. This study set out to evaluate the current status of vision screening and eye care in special schools in Wales. In phase 1, all 44 special schools in Wales received a questionnaire on current vision screening practices. In phase 2, full eye examinations were conducted with 173 pupils of five schools with no screening service; the pupils were aged 2-21 years. In phase 3, feedback about the service was obtained from all schools and from 15 parents whose children took part. In phase 1, vision screening was patchy and inconsistent among the 39 schools responding. In phase 2, there is a high proportion of pupils (42%) reporting no previous eye examination. Overall, 17% of the pupils in the five schools presented with low vision (WHO definition, poorer than 0.3 LogMAR), 50% needed a first-time or updated spectacle prescription and 51% had some ocular abnormality that was either sight-limiting or warranted action to prevent risk to sight. In phase 3, school staff and parents reported that school-based eye examinations were valuable and, for those children with previous experience, likely to be more successful than clinic-based or practice-based examinations for this particular population. There is an urgent need for a school-based optometric service for this vulnerable group of children and young people. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  11. An Analysis of the Management of State-Maintained Special Schools for Children with Hearing Impairment in Ghana

    OpenAIRE

    Aidoo, Dora

    2011-01-01

    To date the management of state-maintained special schools for children with hearing impairment (SMSSCHI) in Ghana has not been extensively researched. As a result, the way such schools are managed is inadequately understood. This research sought to address that lack of understanding. The aim of the research was to examine the nature of the day-to-day management activities in SMSSCHI to refine our current understanding of such schools. Research questions focused on the nature of the day-to-da...

  12. INFLUENCE OF SPECIAL EDUCATORS AND REHABILITATORS’ WORK IN REGULAR SCHOOL ON PEER RELATIONSHIP AMONG STUDENTS WITH DELAYED COGNITIVE DEVELOPMENT

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    Milena NIKOLIĆ

    2013-03-01

    Full Text Available The purpose of the research was to see whether work of special educators and rehabilitators in the regular school has a positive influence on peer relationship among students with delayed cognitive development.The accent was on friendship quality, social competence and antisocial behavior. The research comprised 150 students with slow cognitive development, 52 of who have support of special educators and rehabilitators in regular education, while the remaining 98 students are without support. Friendship quality was evaluated applying Friendship Quality Questionnaire. School Social Behavior Scale was used in order to evaluate social competence and antisocial behavior. Differences among the groups were examined by t-test from SPSS 14 Windows software package.The results have shown that students with slow cognitive development having support from special educators and rehabilitators evaluate their friendship more qualitative. Students with delayed cognitive development attending schools without special educators and rehabilitators engaged demonstrate better level of the social competence. As far as antisocial behavior concerns, no differences were found. The results obtained indicate need for redefining the role of special educators and rehabilitators in regular primary education.

  13. Teaching Students with Special Educational Needs in Inclusive Music Classrooms: Experiences of Music Teachers in Hong Kong Primary Schools

    Science.gov (United States)

    Wong, Marina Wai-yee; Chik, Maria Pik-yuk

    2016-01-01

    It has been a decade since the implementation of Hong Kong's policy of inclusion, that mainstream schools should admit students with special educational needs (SEN). This study reports on music teachers' experiences of teaching SEN students in inclusive music classrooms. Data were derived from a qualitative multiple case study comprising 10…

  14. Job crafting in schools for special education: A qualitative analysis [Job crafting in het speciaal onderwijs: Een kwalitatieve analyse

    NARCIS (Netherlands)

    Wingerden, J. van; Derks, D.; Bakker, A.B.; Dorenbosch, L.

    2013-01-01

    In this article we discuss the design and qualitative (process) evaluation of a job crafting intervention among employees at three Dutch schools for special education. In a period of 1.5 months, fifty employees participated in a group-based training intervention that addressed individual's job

  15. Mothers of Children with Special Health Care Needs: Documenting the Experience of Their Children's Care in the School Setting

    Science.gov (United States)

    Anderson, Lori S.

    2009-01-01

    The numbers of children with special health care needs (CSHCN) have increased in schools. This study was conducted to document mothers' experiences of the care their CSHCN receive across health care and educational settings. Data were collected during standardized, open-ended, one-on-one interviews with 10 mothers of CSHCN in urban, suburban, and…

  16. The Prevalence and Determinants of Overweight and Obesity among French Youths and Adults with Intellectual Disabilities Attending Special Education Schools

    Science.gov (United States)

    Begarie, Jerome; Maiano, Christophe; Leconte, Pascale; Ninot, Gregory

    2013-01-01

    This study examines the prevalence of overweight and obesity and a panel of potential determinants among French youths and adults with an intellectual disability (ID). The sample used consisted of 1120 youths and adults with an ID, from 5 to 28 years old, attending a French special education school. The results indicated that 19.8% of the…

  17. A Teaching-Learning Sequence for the Special Relativity Theory at High School Level Historically and Epistemologically Contextualized

    Science.gov (United States)

    Arriassecq, Irene; Greca, Ileana Maria

    2012-01-01

    This paper discusses some topics that stem from recent contributions made by the History, the Philosophy, and the Didactics of Science. We consider these topics relevant to the introduction of the Special Relativity Theory (SRT) in high school within a contextualized approach. We offer an outline of a teaching-learning sequence dealing with the…

  18. Exploration of Teaching Strategies That Stimulate the Growth of Academic Skills of Children with ASD in Special Education School

    Science.gov (United States)

    Manti, Eirini; Scholte, Evert M.; Van Berckelaer-Onnes, Ina A.

    2013-01-01

    The cognitive growth of children with developmental disorders, like autism, can be seriously impaired due to the disorder. If so, in the Netherlands, these children can attend special schools where they are treated to ameliorate disorder symptoms and to stimulate cognitive growth. The aim of this paper was to identify teaching strategies that…

  19. Teachers' Attitude towards Special Need Students in Secondary Schools in North Senatorial District of Edo State, Nigeria

    Science.gov (United States)

    Offor, Dianarose Iyeoma; Akinlosotu, Nathaniel Toyosi

    2017-01-01

    The study investigated attitude towards special need students (SNS) among teachers in public secondary schools in Edo Central Senatorial District. The study was undertaken to determine the teachers' attitude and the influence of gender, educational specialisation and experience on their attitude towards SNS. A total of 369 (50%) of the 739…

  20. Impact of Facilities on Academic Performance of Students with Special Needs in Mainstreamed Public Schools in Southwestern Nigeria

    Science.gov (United States)

    Fareo, Dorcas Oluremi; Ojo, Olakunbi Olubukola

    2013-01-01

    Facilities have a great impact on academic performances of students, and inadequate facilities translate to poor performance. The study examined the availability and convenience of the facilities that were provided to students with special educational needs in mainstreamed schools. It ascertained the qualifications of teachers teaching in…

  1. School-Related Factors Contributing to the Delivery Enhancement of the Special Science Program in Western Visayas, Philippines

    Science.gov (United States)

    Bangcaya, Porferio S.; Alejandro, Grecebio Jonathan D.

    2015-01-01

    In this mixed-method study, the secondary schools in Western Visayas, Philippines offering special science program (SSP) were assessed as basis for delivery enhancement. The SSP along student-related factors and the extent of implementation in the areas of curriculum and instruction, laboratory facilities, and administration in terms of the…

  2. The Effect of Classical Music on Painting Quality and Classroom Behaviour for Students with Severe Intellectual Disabilities in Special Schools

    Science.gov (United States)

    Waugh, Russell F.; Riddoch, Jane V.

    2007-01-01

    There are few studies measuring the effects on painting quality of playing background classical music at special schools. Primary students with severe intellectual disabilities (N=24) were taught abstract painting in a two-part method. The first part involved a Pictorial Only method and the second, immediately following it, involved a Pictorial…

  3. The Role of a Sense of School Belonging in Understanding the Effectiveness of Inclusion of Children with Special Educational Needs

    Science.gov (United States)

    Prince, Emily Jane; Hadwin, Julie

    2013-01-01

    This review integrates theoretical perspectives and empirical evidence of a sense of school belonging (SOSB) to highlight its importance in understanding the inclusion efficacy research for pupils with special educational needs (SEN). Specifically, it examines the role of a SOSB on pupils' cognitive, affective, behavioural and social developmental…

  4. Raising Reading Standards--The Reading Partners Approach: Cross-Age Peer Tutoring in a Special School.

    Science.gov (United States)

    Nugent, Mary

    2001-01-01

    This article describes a cross-age peer tutoring program in reading developed and implemented at a special school for students (ages 8-18) with moderate learning difficulties in Ireland. Evaluation studies indicate multiple benefits accruing to both the learners and the helpers including progress in reading, enhanced feelings of self-worth, and…

  5. Use of Key Word Signing by Staff in Special Schools and in Day Centres for Adults with Intellectual Disabilities

    Science.gov (United States)

    Rombouts, E.; Maes, B.; Zink, I.

    2018-01-01

    Background: Staff may encourage individuals with intellectual disabilities to use manual signs by modelling its use, but implementing key word signing during daily activities can be demanding. Method: Staff's use of manual signs was observed in four special schools and four day centres for adults with intellectual disabilities during communicative…

  6. Impact of Impairment on Children with Special Needs at School Entry: Comparison of School Readiness Outcomes in Canada, Australia, and Mexico

    Science.gov (United States)

    Janus, Magdalena

    2011-01-01

    Transition to school is particularly complex for children with special needs. A major difficulty faced by educational systems in trying to address these needs is the multitude of problems with which such children present. Based on population-level data collected with the Early Development Instrument in Canada, Australia, and Mexico,…

  7. Exploring the Relationship between Conduct Disorder and Residential Treatment Outcomes

    Science.gov (United States)

    Shabat, Julia Cathcart; Lyons, John S.; Martinovich, Zoran

    2008-01-01

    We examined the differential outcomes in residential treatment for youths with conduct disorder (CD)--with special attention paid to interactions with age and gender--in a sample of children and adolescents in 50 residential treatment centers and group homes across Illinois. Multi-disciplinary teams rated youths ages 6-20 (N = 457) on measures of…

  8. An Island outside the Mainstream? The Special Needs Unit during a Period of Inclusive Change in an Aotearoa/New Zealand High School

    Science.gov (United States)

    McMaster, Christopher

    2014-01-01

    This research article reports on the experience of a special needs unit within an Aotearoa/New Zealand high school during a period of inclusive change. The study of the special needs unit represented a case study within a larger year-long qualitative study of the school experience. Utilizing the Index for Inclusion: Developing learning and…

  9. High School Transition--An Intervention That Empowers Children with Special Educational Needs and Improves School Practice

    Science.gov (United States)

    Bunn, Helena; Davis, Debbie; Speed, Emma

    2017-01-01

    This article discusses the process and results of a junior school initiative from a local authority in the East of England, to ensure that vulnerable pupils in the school experience a successful transition to high school. The resulting project is the consequence of an inter-organisational collaboration between the junior school, a secondary school…

  10. Factors promoting or potentially impeding school success: disparities and state variations for children with special health care needs.

    Science.gov (United States)

    Bethell, Christina; Forrest, Christopher B; Stumbo, Scott; Gombojav, Narangerel; Carle, Adam; Irwin, Charles E

    2012-04-01

    School success predicts many pathways for health and well-being across the life span. Factors promoting or potentially impeding school success are critical to understand for all children and for children with special health care needs (CSHCN), whose life course trajectories are already impacted by their chronic health problems. The 2007 National Survey of Children's Health was used (1) to estimate national and state prevalence and within and across states disparities in factors promoting school success (engagement, participation, safety) or potentially impeding success (missing school, grade repetition, school identified problems) for all children and CSHCN and (2) to evaluate associations with CSHCN service need complexity and presence of emotional, behavioral or developmental problems (EBD) as well as with school case management policies in states. Among school age children, 60 % experienced all three factors promoting school success (49.3-73.8 % across states), dropping to 51.3 % for CSHCN (39.4-64.7 % across states) and to 36.2 % for the 40 % of all CSHCN who have both more complex service needs and EBD. CSHCN were more likely to experience factors potentially impeding school success. After accounting for child factors, CSHCN living in states requiring case management in schools for children with disabilities were less likely to experience grade repetition (OR 0.65). Within-state disparities between non-CSHCN and CSHCN varied across states. Threats to school success for US children are pervasive and are especially pronounced for CSHCN with more complex needs and EBD. Findings support broad, non-condition specific efforts to promote school success for CSHCN and consideration of state school policies, such as case management.

  11. More academics in regular schools? The effect of regular versus special school placement on academic skills in Dutch primary school students with Down syndrome.

    Science.gov (United States)

    de Graaf, G; van Hove, G; Haveman, M

    2013-01-01

    Studies from the UK have shown that children with Down syndrome acquire more academic skills in regular education. Does this likewise hold true for the Dutch situation, even after the effect of selective placement has been taken into account? In 2006, an extensive questionnaire was sent to 160 parents of (specially and regularly placed) children with Down syndrome (born 1993-2000) in primary education in the Netherlands with a response rate of 76%. Questions were related to the child's school history, academic and non-academic skills, intelligence quotient, parental educational level, the extent to which parents worked on academics with their child at home, and the amount of academic instructional time at school. Academic skills were predicted with the other variables as independents. For the children in regular schools much more time proved to be spent on academics. Academic performance appeared to be predicted reasonably well on the basis of age, non-academic skills, parental educational level and the extent to which parents worked at home on academics. However, more variance could be predicted when the total amount of years that the child spent in regular education was added, especially regarding reading and to a lesser extent regarding writing and math. In addition, we could prove that this finding could not be accounted for by endogenity. Regularly placed children with Down syndrome learn more academics. However, this is not a straight consequence of inclusive placement and age alone, but is also determined by factors such as cognitive functioning, non-academic skills, parental educational level and the extent to which parents worked at home on academics. Nevertheless, it could be proven that the more advanced academic skills of the regularly placed children are not only due to selective placement. The positive effect of regular school on academics appeared to be most pronounced for reading skills. © 2011 The Authors. Journal of Intellectual Disability

  12. A Prospective Study on the Effect of Sport Specialization on Lower Extremity Injury Rates in High School Athletes.

    Science.gov (United States)

    McGuine, Timothy A; Post, Eric G; Hetzel, Scott J; Brooks, M Alison; Trigsted, Stephanie; Bell, David R

    2017-10-01

    Sport specialization is associated with an increased risk of musculoskeletal lower extremity injuries (LEIs) in adolescent athletes presenting in clinical settings. However, sport specialization and the incidence of LEIs have not been investigated prospectively in a large population of adolescent athletes. To determine if sport specialization was associated with an increased risk of LEIs in high school athletes. Cohort study; Level of evidence, 2. Participants (interscholastic athletes in grades 9-12) were recruited from 29 Wisconsin high schools during the 2015-2016 school year. Participants completed a questionnaire identifying their sport participation and history of LEIs. Sport specialization of low, moderate, or high was determined using a previously published 3-point scale. Athletic trainers reported all LEIs that occurred during the school year. Analyses included group proportions, odds ratios (ORs) and 95% CIs, and days lost due to injury (median and interquartile range [IQR]). Multivariate Cox proportional hazard ratios (HRs) with 95% CIs were calculated to investigate the association between the incidence of LEIs and sport specialization level. A total of 1544 participants (50.5% female; mean age, 16.1 ± 1.1 years) enrolled in the study, competed in 2843 athletic seasons, and participated in 167,349 athlete-exposures. Sport specialization was classified as low (59.5%), moderate (27.1%), or high (13.4%). Two hundred thirty-five participants (15.2%) sustained a total of 276 LEIs that caused them to miss a median of 7.0 days (IQR, 2.0-22.8). Injuries occurred most often to the ankle (34.4%), knee (25.0%), and upper leg (12.7%) and included ligament sprains (40.9%), muscle/tendon strains (25.4%), and tendinitis/tenosynovitis (19.6%). The incidence of LEIs for moderate participants was higher than for low participants (HR, 1.51 [95% CI, 1.04-2.20]; P = .03). The incidence of LEIs for high participants was higher than for low participants (HR, 1.85 [95% CI, 1

  13. Comparison of vision disorders between children in mainstream and special education classes in government primary schools in Malaysia.

    Science.gov (United States)

    Abu Bakar, Nurul Farhana; Chen, Ai-Hong; Md Noor, Abdul Rahim; Goh, Pik-Pin

    2012-08-01

    The visual status of children with learning disabilities has not been extensively studied. This study aimed to compare vision disorders between children in mainstream classes and those with learning disabilities attending special education classes in government primary schools in Malaysia. In this cross-sectional comparative study, 60 school children (30 from mainstream classes and 30 from special education classes) who were matched in age (6-12 years old) and ethnicity (Malay, Chinese and Indian) were examined. The subjects were recruited using non-probability convenience sampling. A complete eye examination was performed to detect three major vision disorders, namely refractive error, lag of accommodation and convergence insufficiency. The overall prevalence of refractive error, lag of accommodation and convergence insufficiency was found to be 65.0%, 43.3% and 35.2%, respectively. Convergence insufficiency (χ² = 24.073, p special education classes. No association was found between refractive error and lag of accommodation (p > 0.05) with the type of classes. Children in special education classes are more likely to have convergence insufficiency compared to children in mainstream classes. Thus, vision screening programmes for children in special education classes may need to be modified.

  14. Prevalence and correlates of special health care needs in a population cohort of Australian children at school entry.

    Science.gov (United States)

    Goldfeld, Sharon; O'Connor, Meredith; Sayers, Mary; Moore, Tim; Oberklaid, Frank

    2012-05-01

    Children with special health care needs are an important population for educational and health service providers. Accurate information about the prevalence and characteristics of these children and their families is needed to inform the planning and development of systems of care, yet data in Australia are currently lacking. This study utilizes population-level data from the Australian Early Development Index, a teacher-rated checklist, to provide estimates of the prevalence and developmental and demographic characteristics of Australian children with special health care needs on entrance to school. Four percent of children were reported with established special health care needs, and a further 18% were identified by teachers as "of concern." These children showed higher rates of vulnerability across all domains of development. Although children with established special health care needs were represented across demographic profiles, proportions were greater among boys, those from lower socioeconomic status communities, and Indigenous and older children. In contrast, those living in more remote settings were as likely to be identified as "of concern" as their peers but were less likely to have established special health care needs. These findings have important implications for service provision and policy development. There are substantial opportunities to reorient schooling and early childhood systems to better detect and accommodate the needs of these children.

  15. Professional and private experience with persons with special needs and attitudes of teachers of regular schools towards inclusion

    Directory of Open Access Journals (Sweden)

    Rajović Vera

    2010-01-01

    Full Text Available In this paper, we seek for the factors of formation of attitudes of primary school teachers towards inclusion of children who due to some sensory, bodily, mental disability or social deprivation have the need for additional support in development and learning. Research on attitudes towards inclusive education of children with special needs so far indicates that teachers of regular schools 'hesitate' in accepting children with special needs, stating as a reason the fact that they do not feel competent enough to work with them. However, the increase in teacher readiness to work with these children can be seen from the projects for the inclusion of these children that educate the teachers and envisage the support of the school expert team. This study was conducted with the aim of determining whether teacher's experience - either private or professional - with persons with disabilities distinguishes the respondents who exhibit more favourable attitudes towards inclusive education of these children from those with less favourable attitudes. The sample consisted of 105 teachers from five regular primary schools at the territory of Belgrade, 44.2% of whom declared that they had professional experience in working with students with special needs, while 40% of respondents had private experience with persons with developmental disabilities. The results (ANOVA indicate that professional experience with working with children with special needs does not significantly affect the formation and changing of attitudes of teachers of regular schools towards inclusive education. On the other hand, private experience with persons with developmental disabilities has a significant influence both on the attitude towards inclusion as a whole and towards all its components (cognitive, conative, the feeling of competence. Based on the obtained results, implications for the development of the curriculum for educating teachers for working with children with developmental

  16. Effect of Land Use and Transportation Infrastructure on Residential Burglary

    NARCIS (Netherlands)

    Montoya, L.

    2011-01-01

    This research studies the relationship between land uses and infrastructure on residential burglary. The objective was to assess which theory is better at explaining residential burglary: -the “awareness space,‿ which states that crime takes place at edges or along paths on the way to work, school,

  17. The influence of residential desegregation on property prices in ...

    African Journals Online (AJOL)

    S Blignaut

    certain extent the schools have opened their doors, sports and recreation facilities have been integrated, and residential areas have ... Pietersburg, the capital and economic heartland of the. Northern Province, is a classic example of Davies's. (1981) apartheid city model. Most traditional white residential areas lie to the east ...

  18. The Role of Leadership in Changing the Culture of an International School to Be Inclusive of Students with Special Learning Needs

    Science.gov (United States)

    Gillespie, Simon

    2017-01-01

    Educating a diverse student population is a core principle of international school education. Historically, many international schools have had admissions policies that excluded students with special learning needs. However, admission policies have changed to require more inclusiveness and school support for a wider range of students and for…

  19. Attitude of Teachers towards the Inclusion of Special Needs Children in General Education Classroom: The Case of Teachers in Some Selected Schools in Nigeria

    Science.gov (United States)

    Fakolade, Olufemi Aremu; Adeniyi, Samuel Olufemi; Tella, Adeyinka

    2009-01-01

    Attitudes about inclusion are extremely complex and vary from teacher to teacher and school to school. This article explores the attitudes of teachers about inclusion of special needs children in their secondary schools in general education. This study adopted a descriptive survey research design, with 60 teachers as participants from selected…

  20. Cost-Efficacy Analysis of Out-of-District Special Education Placements: An Evaluative Measure of Behavior Support Intervention in Public Schools.

    Science.gov (United States)

    Putnam, Robert F.; Luiselli, James K.; Sennett, Kenneth; Malonson, Joanne

    2002-01-01

    Evaluation of out-of-district special education placement costs in the 15 largest Massachusetts public school districts found the criterion school district (which had developed a system-wide approach to behavioral intervention) had the lowest per capita cost, lowest percentage of total school budget consumed by out-of-district placements, and the…

  1. A research of specialties of early childhood educator for children with special needs based on the results to students of early childhood educator's training school

    OpenAIRE

    松井, 剛太

    2007-01-01

    The purpose of this study was to investigate specialties of early childhood educator for children with special needs. It's time to change educational direction for children with special needs, that is, special support education. With this change, it should be change about specialties of early childhood educator for children with special needs. I investigate students' recognition in early childhood educator training school. Investigation was done for twenty students. First, it was divided into...

  2. Forgotten and Ignored: Special Education in First Nations Schools in Canada

    Science.gov (United States)

    Phillips, Ron

    2010-01-01

    Usually reviews of special education in Canada describe the special education programs, services, policies, and legislation that are provided by the provinces and territories. The reviews consistently ignore the special education programs, services, policies, and legislation that are provided by federal government of Canada. The federal government…

  3. The Implementation of Religious Education in Asuhan Kasih Special Elementary School in City of Kupang East Nusa Tenggara

    Directory of Open Access Journals (Sweden)

    Ali Khudrin

    2012-06-01

    Full Text Available Research on the Implementation of Religion Education was held at the special Ele- mentary School (SDLB “Asuhan Kasih” in Kupang, East Nusa Tenggara Province. The results of this study indicate that the implementation of religion education at Orphanage SDLB “Asuhan Kasih” can run well. Despite this aspect of the teaching force is still not in accordance with the subjects being taught. It can be seen from a qualified religion teacher not as a religious teacher. Contributing factor in the lear- ning process is the higher spirit of in learning religion, dedication of religion teacher, the availability of classroom space, facilities and location are not far from the school environment for learners. Inhibiting factor in the learning process is the absence of special teachers to teach religious education, lack of teaching aids, lack of reference books, and a lack of operational funds.

  4. 'A Strange Mixture of Caring and Corruption': Residential Care in Christian Brothers Orphanages and Industrial Schools during Their Last Phase, 1940s to 1960s.

    Science.gov (United States)

    Coldrey, Barry

    2000-01-01

    Explores the two Christian Brothers religious orders of the Roman Catholic Church. Focuses on the Irish Congregation that has been controversial, specifically in its residential care for neglected, orphaned, and delinquent children. States that allegations of physical, sexual, and emotional abuse has been reported in their institutions. (CMK)

  5. Lip Reading and Speech Perception of Hearing Impaired Students in Special Schools for the Deaf in Tehran

    Directory of Open Access Journals (Sweden)

    Gita Movallali

    2013-07-01

    Full Text Available Objective: The goal of this study was to evaluate the lip reading ability and Speech perception of hearing impaired students of special schools for the hearing impaired in different speech levels. Materials & Methods: In this cross- sectional study, 44 deaf students (9-12 years old were selected with multi-stage cluster sampling method, from two special schools for the deaf in Tehran. Tools were a demographics questionnaire, the Auditory Perception Test (APT-HI, Sara lip reading test (No 2 and Speech Discrimination Score Test (SDS. T test were used to analyze the data. Results: The lip reading ability and speech perception of 97.3% of deaf students was very poor and only 67% had degrees of speech perception. (P-value<0.001. There was the significant difference between Sara lip reading test scores (phonemes with and without sound (P-value<0.001, but no significant difference between SDS test scores (words with and without sound. Also there was no significant difference between male and female sample scores in all of tests. Conclusion: lip reading and speech perception, the first index of oral method, were not desirable in deaf students in special schools for the deaf in Tehran. More research is needed to explore solutions.

  6. Pupils with special educational needs in basic education schools and teachers' sickness absences--a register-linkage study.

    Science.gov (United States)

    Ervasti, Jenni; Kivimäki, Mika; Kawachi, Ichiro; Subramanian, S V; Pentti, Jaana; Ahola, Kirsi; Oksanen, Tuula; Pohjonen, Tiina; Vahtera, Jussi; Virtanen, Marianna

    2012-05-01

    We examined whether having a high percentage of pupils with special educational needs (SEN) in basic education schools increases the risk of sickness absence among teachers and whether this risk is dependent on the pupil-teacher ratio (PTR), an indicator of teacher resources at school. We obtained register data on 8089 teachers working in 404 schools in 10 municipalities in Finland during the school year 2004-2005. We used multilevel multinomial regression models to examine the risk of teachers' short- and long-term sickness absence in relation to the percentage of SEN pupils and the PTR at school. We tested the equality of trends in groups with high and low PTR using PTR × SEN interaction term. After adjustment for teacher and school characteristics, the risk for long-term absences was higher among teachers at schools with a high percentage of SEN pupils than among teachers at schools with a low percentage of SEN pupils [odds ratio (OR) 1.5, 95% confidence interval (95% CI) 1.2-1.8). This was also the case for short-term absences (OR 1.4, 95% CI 1.2-1.7). In analyses stratified by the PTR levels, the association between the percentage of SEN pupils and long-term absences was 15% higher among teachers with a high PTR than among those with a low PTR (P for interaction=0.10). Teachers' sickness absenteeism seems to increase with a higher percentage of SEN pupils, especially when the PTR is high. Teacher resources at schools that have a high percentage of SEN pupils should be well maintained to ensure the health of teachers.

  7. AN EVALUATION OF THE QUALITY OF LIFE OF HEARING IMPAIRED CHILDREN ATTENDING SPECIAL SCHOOLS IN THE SERBIAN EDUCATION SYSTEM

    Directory of Open Access Journals (Sweden)

    Radomir Branislav ARSIĆ

    2017-03-01

    Full Text Available Quality of life is vague and difficult to define, since individual goals, in addition to economic, cultural, religious and educational factors, also have a dominant influence. This study is aimed to determine the differences in the responses received on the quality of life of deaf and hard-of-hearing children and to show which of the two social protections, family or boarding school, provides better conditions for the assessment of the quality of life of these children. The methods used in data processing included descriptive statistics and statistical analysis (Cronbach α, t-test and Pearson's correlation coefficient. All statistical analyses were performed in the statistical program SSPS 19. The sample consisted of 61 students in special schools for deaf children who were examined using a paediatric questionnaire about quality of life (Pediatric Quality of Life Inventory TM – PedsQL, version 4.0. The results: With children who were housed in dormitories of special schools for deaf children, during their education we obtained less pronounced results ranging from 0,70 on the sub-scale of psycho-social health to 0,81 on the social scale. Conclusion: The obtained results indicate that children with hearing impairment who are housed in the dormitories of schools for the deaf during their education have a favourable opinion of the quality of their lives, irrespective of the fact that they live in a dormitory compared to children who live with their families.

  8. Longitudinal burnout-collaboration patterns in Japanese medical care workers at special needs schools: a latent class growth analysis

    Directory of Open Access Journals (Sweden)

    Kanayama M

    2016-06-01

    Full Text Available Mieko Kanayama,1 Machiko Suzuki,1 Yoshikazu Yuma2 1Department of Human Health Sciences, Kyoto University Graduate School of Medicine, Kyoto, Japan; 2Department of Human Development Education, Graduate School of Education, Hyogo University of Teacher Education, Kato, Hyogo, Japan Abstract: The present study aimed to identify and characterize potential burnout types and the relationship between burnout and collaboration over time. Latent class growth analysis and the growth mixture model were used to identify and characterize heterogeneous patterns of longitudinal stability and change in burnout, and the relationship between burnout and collaboration. We collected longitudinal data at three time points based on Japanese academic terms. The 396 study participants included academic teachers, yogo teachers, and registered nurses in Japanese special needs schools. The best model included four types of both burnout and collaboration in latent class growth analysis with intercept, slope, and quadratic terms. The four types of burnout were as follows: low stable, moderate unstable, high unstable, and high decreasing. They were identified as involving inverse collaboration function. The results indicated that there could be dynamic burnout types, namely moderate unstable, high unstable, and high decreasing, when focusing on growth trajectories in latent class analyses. The finding that collaboration was dynamic for dynamic burnout types and stable for stable burnout types is of great interest. This was probably related to the inverse relationship between the two constructs. Keywords: burnout, collaboration, latent class growth analysis, interprofessional care, special needs schools

  9. The Role of the School Nurse in the Special Education Process: Part I: Student Identification and Evaluation.

    Science.gov (United States)

    Yonkaitis, Catherine F; Shannon, Robin A

    2017-05-01

    Every U.S. student is entitled to a free and appropriate education. School districts must identify and evaluate any child who they find is unable to engage fully in learning as a participant in the general education curriculum. The Individuals with Disabilities Education Act of 2004 requires that these students be assessed by qualified individuals in any areas that may be impacting learning, including health, vision, hearing, social and emotional status, communicative status, and motor abilities. The school nurse, as the health expert, has an important role to play as a member of the special education team in evaluating whether a student has health concerns that are impacting learning and how health barriers to learning might be reduced. As part of the full and individual evaluation, the school nurse composes a written report and makes recommendations to the team regarding necessary health services and other modifications the student may need. This article (Part 1 of 2) will outline the school nurse's role in identification and evaluation of students who may benefit from special education services.

  10. Right prefrontal cortex specialization for visuospatial working memory and developmental alterations in prefrontal cortex recruitment in school-age children.

    Science.gov (United States)

    Suzuki, Kota; Kita, Yosuke; Oi, Yuhei; Okumura, Yasuko; Okuzumi, Hideyuki; Inagaki, Masumi

    2018-02-12

    The right prefrontal cortex (PFC) plays an essential role in active processing within visuospatial working memory (VSWM). The aim of this study was to examine developmental changes in the recruitment patterns of the PFC during visuospatial memory tasks in school-age participants. We recruited 80 school-age children who were classified into three age groups: 7- to 8-year-old, 9- to 10-year-old, and 11- to 12-year-old children. We used near infrared spectroscopy (NIRS) to measure PFC activity during visuospatial memory task. Memory stimuli were presented either sequentially or simultaneously. In all three groups, right-lateralized PFC activity was observed during sequential presentation, suggesting specialization of the right PFC for VSWM. During simultaneous presentation, right-lateralized PFC activity was not observed in 7- to 8-year-old children or 9- to 10-year-old children. In contrast, PFC activity was right-lateralized in 11- to 12-year-old children. We suggest that specialization of the right PFC for VSWM is already present before school-age, but widely distributed activity in response to visuospatial memory tasks changes to more focal activity in VSWM-specific regions during the early school years. Using NIRS, we showed developmental changes in the recruitment patterns of the PFC during visuospatial memory tasks. Copyright © 2018 International Federation of Clinical Neurophysiology. Published by Elsevier B.V. All rights reserved.

  11. Knowledge and attitudes of high school pupils towards children with special health care needs: an Israeli exploration.

    Science.gov (United States)

    Brook, U; Galili, A

    2000-04-01

    One hundred seventy-one pupils of a high school in Holon (Israel) were questioned regarding their attitudes towards chronically disabled individuals who have special health-care needs. The level of pupils' knowledge concerning the etiology, symptoms and complications of these chronic conditions was approximately 72%; it did not increase in four years of study. Previous personal knowledge of a child or adolescent with a chronic disease or handicap influenced the understanding of that particular ailment. The pupils' attitude towards handicapped individuals become more positive and tolerant with increasing age (and class level). A correlation was found between the level of knowledge about special medical-health needs and tolerant attitudes toward chronic patients. Most of the pupils think that the following occupational and recreational interests for the disabled will help to increase their self-image and improve their feelings of acceptance: computers, music (playing and listening), sports and domestic pets. The pupils believe the topics of chronic diseases and patients should be studied as a regular part of the school curriculum and these subjects should be taught with the participation of both physicians and teachers. The pupils stressed the role of the teacher in handling children with the chronic disease. Only half of the pupils think that their class peers should also know about the chronic disease of this individual pupil. The information sources of pupils concerning chronic disease are mainly TV, newspapers, adolescent periodicals, books, physicians and nurses, and lastly, the school. Conclusions are presented concerning health promotion activities in the school.

  12. Voices of Students with Special Educational Needs (SEN): Views on Schooling

    Science.gov (United States)

    Prunty, Anita; Dupont, Maeve; McDaid, Rory

    2012-01-01

    As important decisions are being made with regard to educational legislation, policy and provision for children with special educational needs (SEN), it is critical that the views of these key stakeholders are heard and considered. This article reports the perspectives of 38 children and young people with special educational needs on their…

  13. Special Education and Rehabilitation Policies for the School to Community Transition of Students with Hearing Impairments.

    Science.gov (United States)

    Sendelbaugh, Joseph; Bullis, Michael

    1988-01-01

    The national survey to determine what state level transition provisions exist between special education and rehabilitation services for hearing-impaired students found that half of the vocational rehabilitation and one-fourth of the special education agencies have a formal state-level transition plan in place. (DB)

  14. The social position of pupils with special needs in regular schools

    NARCIS (Netherlands)

    Pijl, Sip Jan; Frostad, Per; Flem, Annlaug

    Inclusive education places much value on implementing the conditions that foster good relationships between students. Research has shown that pupils with special needs can have difficulty in building relationships with peers without special needs. This study describes their social position in

  15. Examination on ICT Integration into Special Education Schools for Developing Countries

    Science.gov (United States)

    Aksal, Fahriye Altinay; Gazi, Zehra Altinay

    2015-01-01

    Information, communication and technology (ICT) is a bridge in fostering learning who have special needs in education. It becomes a medium of connecting their way of lives and their socialization within education life. Integration of ICT plays a great role in special education. Most of the developing countries pay attention to ICT practices in…

  16. Preventing School Failure for Teachers, Revisited: Special Educators Explore Their Emotional Labor

    Science.gov (United States)

    Kerr, Mary Margaret; Brown, Elizabeth Levine

    2016-01-01

    This article describes a study conducted collaboratively with 19 special educators to learn about their emotional practice through the emotional labor framework. Emotional labor refers to the management of emotional expression in the workplace. Specifically, the study sought to (a) deconstruct the stressors these special educators perceived, (b)…

  17. Children with Epilepsy in School: Special Service Usage and Assessment Practices

    Science.gov (United States)

    Wodrich, David L.; Kaplan, Allen M.; Deering, William M.

    2006-01-01

    Special services usage and related assessment procedures were investigated for 50 students with epilepsy. Fifty-six percent of students with epilepsy received special education services, with mental retardation designation and self-contained placement common, especially among individuals with epilepsy plus a coexisting neurological diagnosis.…

  18. TRANSFORMING THE LEGACY OF INDIAN RESIDENTIAL SCHOOLS IN CANADA INTO A PUBLIC ISSUE: A CRITICAL ANALYSIS OF MICHAEL BURAWOY’S PUBLIC SOCIOLOGY

    Directory of Open Access Journals (Sweden)

    Petoukhov, Konstantin S.

    2013-01-01

    Full Text Available The Canadian government designed Indian residential school (IRS system to assimilate Indigenous children into European settler society by dispossessing them of their cultures, languages and traditions. By severing the children’s ties to families and communities, and thus integrating them into Euro-Canadian society, the Crown sought to gain control of Indigenous lands (Miller, 2000. In the schools, which were run by church officials, many children died of neglect and diseases and often faced various other injustices perpetrated by staff, including physical, emotional, cultural, and sexual abuse. (Milloy, 1999. Although the last school was closed in 1996, IRS left behind a devastating legacy characterized by sexual and physical abuse in Indigenous communities, substance abuse, loss of Indigenous languages, over-representation of Indigenous people in correctional facilities, and others. Until recently, these were considered to be private issues. However, the growing body of evidence demonstrates that IRS were responsible for the negative impacts and the government and churches were compelled to recognize the damage done. This article explores Michael Burawoy’s (2005 four types of sociology (policy, critical, professional, and public and assesses the relative contributions of each type in the process of transforming “private troubles” of the IRS legacy into “public issues.” The main thesis of the article is that each type of sociology, with varying degrees of success, promotes the recognition of the injustices inflicted by IRS. The article concludes that Burawoy’s sociology possesses its strengths and weaknesses in identifying private troubles as public issues.Le gouvernement canadien a conçu des pensionnats autochtones (PA pour assimiler les enfants indigènes dans la société des colons européens en les dépossédant de leurs cultures, langues et traditions. En rompant les liens de l'enfant avec ses familles et communautés, et

  19. Information Needs and Use of Library Resources by Special Needs Students in Selected Government Schools in Kaduna State and Federal Capital Territory, Abuja, Nigeria

    Directory of Open Access Journals (Sweden)

    Christiana Alami Atabor

    2015-12-01

    Full Text Available This study is on the information needs and use of library resources by special needs students in selected government schools in Kaduna State and Federal Capital Territory, Abuja, Nigeria. The survey technique was employed in the study. Five schools (i.e., Kaduna State Special Education School; Government Technical College, Malali, Kaduna; Alhudahuda College Zaria; Government Secondary School, Kwali and Government Secondary School, Kuje were purposefully selected out of a total of seven. Data were collected using a structured questionnaire for two respondent groups (i.e., special needs students and teachers/librarians. A total of 5 teachers/librarians and 345 special needs students were selected for the study. The data collected were analyzed using descriptive statistics. The findings of the study show that the special needs students have high needs for information on education, employment opportunities, health matter, and human rights. The major information resources in the libraries are books, magazines, newspapers, and few Braille materials. In general, special needs students have a moderate level of satisfaction with the resources in the libraries. The major issue identified by special needs students is insufficient information resources, especially in Braille. On the part of the teachers/librarians, inadequate funds for the acquisition of information resources and the employment of qualified librarians/teachers are found to be the major challenges faced by the libraries.

  20. The Impact of Organizational Climate on Burnout among Homeroom Teachers and Special Education Teachers (Full Classes/Individual Pupils) in Mainstream Schools

    Science.gov (United States)

    Lavian, Rivka Hillel

    2012-01-01

    This article reports on a quantitative research study designed to examine the impact of organizational climate on burnout among homeroom and special education teachers working in Israeli state (non-religious) schools. The research literature identifies various causes for teacher burnout, offering evidence that special education teachers experience…

  1. Too Much or Not Enough? An Examination of Special Education Provision and School District Leaders' Perceptions of Current Needs and Common Approaches

    Science.gov (United States)

    Cameron, David Lansing

    2016-01-01

    The purpose of this study was to examine the relationship between special education provision in Norway and school district leaders' perspectives regarding (a) the need for special education and (b) the importance and prevalence of integrated and segregated approaches. Findings indicate that the percentage of students perceived as being in need of…

  2. The Impact of Teaching Academic Education Course of Children with Special Needs in the Ordinary Schools on Students' Attitudes toward Inclusion of Disabled Children

    Science.gov (United States)

    Salem, Abdelbaky Arafa

    2013-01-01

    The present study aimed at identifying the attitudes of the teacher student towards including students with special needs with the ordinary ones. Also, to determine whether there are statistically significant differences between students who have studied the academic education course of children with special needs in the ordinary schools and the…

  3. Effective Strategies for District Leadership to Create Successful Inclusion Models: Special Education Directors and School Reform in Context of Least Restrictive Environment

    Science.gov (United States)

    Bublitz, Gregory

    2016-01-01

    This qualitative mixed methods study explored how Special Education Directors transformed and maintained a successful inclusion model throughout their district. The study identified leadership strategies and inclusive behaviors utilized by Special Education Directors who have successfully transformed their district into inclusive school districts.…

  4. Refractive error and visual functions in children with special needs compared with the first grade school students in oman.

    Science.gov (United States)

    Vora, Urmi; Khandekar, Rajiv; Natrajan, Sarvanan; Al-Hadrami, Khalfan

    2010-10-01

    We evaluated the refractive status and visual function of children with special needs (other handicap) in 2010 and compared them with healthy 1(st) grade school students in Oman. This was a cohort study. Optometrists recorded vision using a logarithm of minimum angle of resolution (LogMAR) chart. Preferential looking method was used for testing 31 children. Cycloplegic refraction was performed on all children. Contrast sensitivity was tested using 2.5%, 10%, and 100% contrast charts. Ocular movement, alignment, and anterior segment were also assessed. A pediatrician reviewed the health records of all the children at the time of their enrollment in this study to determine if the child had been diagnosed with a systemic condition or syndromes. The visual functions were assessed by study investigators. We estimated the rates and the risk of different visual function defects in children with special needs. The prevalence of refractive error in 70 children (4.7 ± 0.8 years) with special needs (group 1) and 175 normal healthy first grade students (group 2) were 58.5% and 2.9%, respectively. The risk of refractive error was significantly higher in children with special needs [relative risk, 48.1 (95% confidence interval, 17.54-131.8)]. Hyperopia (>1.00 D), myopia (≥ 1.00D) and astigmatism (≥ ±1.00 D) were found in 18.6%, 24.3%, and 27.1%, respectively, in group 1. Six children in this group had defective near vision. Sixteen (80%) children with Down syndrome had refractive error. Seven (50%) children with developmental disorder showed decreased contrast sensitivity. Prevalence of uncorrected refractive error was much higher in children with special needs. Prevalence of strabismus, nystagmus, and reduced contrast sensitivity was also higher in children with special needs. Early vision screening, visual function assessment, correction of refractive error, and frequent follow-up are recommended.

  5. Personal Oral Narratives in a Special School Curriculum: An Analysis of Key Documents

    Science.gov (United States)

    Grove, Nicola

    2014-01-01

    Oral narrative is a critical skill for school achievement, for personal relationships and for social participation. However, it is downgraded in current and proposed National Curriculum frameworks, which fail to recognise its significance in development. Schools have flexibility to address the issue, which is of particular importance to pupils…

  6. The Multi-Racial School: A Professional Perspective. Penguin Education Specials Series

    Science.gov (United States)

    McNeal, Julia, Ed.; Rogers, Margaret, Ed.

    Contents of this anthology of essays by teachers in British multi-racial schools, each of whom deals with a different measure or set of measures which were under- taken to solve the school's problems, as these were defined over time by the head and staff, include: "Foreword," Dipak Nandy; "Introduction," Julia McNeal and…

  7. A Case Study of School Choice and Special Education in the 21st Century

    Science.gov (United States)

    Bernier, Lisa E.

    2017-01-01

    School choice is deeply rooted in the marketization theories originally presented by Milton Friedman in the 1950s. There are many school choice options available in Arizona. The purpose and primary research question of this case study explored how a Free Appropriate Public Education (FAPE) and other factors influenced the parents' decisions to…

  8. The Medical School Admissions Process: A Review of the Literature 1955-1976. Special Report.

    Science.gov (United States)

    Cuca, Janet Melei; And Others

    This document reviews the research on the medical school admissions process that has been completed during the past twenty years. The process is put into perspective by a historical overview chapter that traces trends in medical school admissions and highlights, where possible, relationships between the admissions process and institutional and…

  9. A Failed Experiment: Georgia's Tax Credit Scholarships for Private Schools. Special Summary

    Science.gov (United States)

    Southern Education Foundation, 2011

    2011-01-01

    Georgia is one of seven states that currently allow tax credits for scholarships to private schools. The law permits individual taxpayers in Georgia to reduce annual state taxes up to $2,500 for joint returns when they divert funds to a student scholarship organization (SSO). Georgia's law providing tax credits for private school tuition grants or…

  10. Examining School Counseling Students' Multicultural and Sexual Orientation Competencies through a Cross-Specialization Comparison

    Science.gov (United States)

    Bidell, Markus P.

    2012-01-01

    Professional school counselors have an opportunity to directly address the educational, emotional, and social problems facing lesbian, gay, bisexual, transgender, and questioning youth. The purpose of this study was to examine the multicultural and sexual orientation counselor competencies of school counseling students through a…

  11. Games for Engaged Learning of Middle School Children with Special Learning Needs

    Science.gov (United States)

    Ke, Fengfeng; Abras, Tatiana

    2013-01-01

    In this paper, we describe an in situ study that examined the diverse design features and effects of three pre-algebra games for middle school children who have either challenges with learning or different language backgrounds. Data were collected through in-field observation, artifact analysis, school performance report and knowledge test during…

  12. "Safe Schools within Safe Communities: A Regional Summit in the Heartland." Policy Briefs Special Report.

    Science.gov (United States)

    Huertas, Aurelio, Jr.; Sullivan, Carol

    This report documents the proceedings of a regional policy seminar hosted by the Iowa Department of Education with support from the North Central Regional Educational Laboratory (NCREL) and the Midwest Regional Center for Drug-Free Schools and Communities (MRC). The seminar, "Safe Schools Within Safe Communities," was held on September 19-20,…

  13. Executive Function and Behavioral Problems in Students with Visual Impairments at Mainstream and Special Schools

    Science.gov (United States)

    Heyl, Vera; Hintermair, Manfred

    2015-01-01

    Introduction: In this study, executive function of school-aged children with visual impairments (that is, those who are blind or have low vision) is examined in the context of behavioral problems and communicative competence. Methods: Teachers assessed the executive function of a sample of 226 visually impaired students from mainstream schools and…

  14. Opinion and Special Articles: Neurology education at US osteopathic medical schools.

    Science.gov (United States)

    Freedman, Daniel A; Albert, Dara V F

    2017-12-12

    Osteopathic medical schools have a longstanding tradition of training primary care physicians (PCP). Neurologic symptoms are common in the PCP's office and there is an undersupply of neurologists in the United States. It is therefore crucial for osteopathic medical students to have a strong foundation in clinical neurology. Despite the importance, a mere 6% of osteopathic medical schools have required neurology clerkships. Furthermore, exposure to neurology in medical school through required clerkships has been correlated with matching into neurology residency. As osteopathic medical schools continue to expand, it will become increasingly important to emphasize the American Academy Neurology's published guidelines for a core clerkship curriculum. Practicing neurologists should take an active role in encouraging osteopathic medical schools to adopt these guidelines. © 2017 American Academy of Neurology.

  15. The impact of dietary and tooth-brushing habits to dental caries of special school children with disability.

    Science.gov (United States)

    Liu, Hsiu-Yueh; Chen, Chun-Chih; Hu, Wen-Chia; Tang, Ru-Ching; Chen, Cheng-Chin; Tsai, Chi-Cheng; Huang, Shun-Te

    2010-01-01

    The daily oral activities may severely influence oral health of children with disabilities. In this survey, we analyzed the impact of dietary and tooth-brushing habits to dental caries in special school children with disabilities. This cross-sectional survey investigated 535 special school children with disabilities aged 6-12 years, 60.93% males, 39.07% females from 10 special schools in Taiwan. Oral examinations were carried out by dentists with a Kappa score of their inter-examiner agreement exceeding 0.8. Data on demographics, diet, and tooth-brushing habits of children with disabilities were collected using a standardized questionnaire completed by parents/caregivers. More than three quarters of the participants were combined with severe or profound disability. Children with profound severity in disability had a higher percentage (67.37%) in teeth-brushing by parents/caregivers compared to those children with mild/moderate severity in disability which had a higher percentage (81.60%) in teeth-brushing by themselves. Children whose teeth were brushed by parents/caregivers had a better dental health, and lower caries prevalence. The main risk factors related to decayed teeth of children with disabilities are frequency of sweets intake, ability to brush teeth and with plaque or not. The dental health education, prevention program and periodical oral check-up to children with disabilities and their parents/caregivers should be reinforced. Brushing skill should be taught to children according to their type, severity and individual characteristics of disability. Copyright © 2010 Elsevier Ltd. All rights reserved.

  16. "Nowhere That Fits": The Dilemmas of School Choice for Parents of Children with Statements of Special Educational Needs (SEN) in England

    Science.gov (United States)

    Bajwa-Patel, Meanu; Devecchi, Cristina

    2014-01-01

    Giving parents a choice with regard to their children's education has been central to the political discourse of school reform at least since the 1988 Education Reform Act (ERA). With regard to children with a Statement of special educational needs (SSEN), a plethora of policies and laws have given parents the right not only to choose a school,…

  17. Psychological Evaluation of Attitudes of Both Primary Teachers and Special Needs Children towards Each Other in a Regular School in Yaoundé-Cameroon

    Science.gov (United States)

    Tanyi, Maureen Ebanga

    2016-01-01

    The number of enrolment of children especially the handicaps found in regular schools is on the increase since the 2005 because of the UN educational policy on inclusive education. This has adverse effects on the learning environment, the psycho-social and professional attitudes of both teachers and the special needs children in regular schools.…

  18. Challenging Behaviour: Principals' Experience of Stress and Perception of the Effects of Challenging Behaviour on Staff in Special Schools in Ireland

    Science.gov (United States)

    Kelly, Aine; Carey, Sean; McCarthy, Siobhan; Coyle, Ciaran

    2007-01-01

    This paper examines the sources of stress and the effects of managing challenging behaviour on principals of special schools in Ireland, including schools for pupils with an intellectual disability, emotional disturbance, specific learning disability and physical and sensory disability, and children of traveller families. In this study principals…

  19. Aquinas on Inclusion: Using the Good Doctor and Catholic Social Teaching to Build a Moral Case for Inclusion in Catholic Schools for Children with Special Needs

    Science.gov (United States)

    Carlson, Mary

    2014-01-01

    This article discusses the present status of students with disabilities in Catholic schools. It then builds the case, based upon the teachings of St. Thomas Aquinas and Catholic Social Teaching, that Catholic Schools, to remain true to Church teachings, must offer special educational services. The article concludes with recommendations for…

  20. Sleepiness, On-Task Behavior and Attention in Children with Epilepsy Who Visited a School for Special Education: A Comparative Study

    Science.gov (United States)

    Didden, Robert; de Moor, Jan M. H.; Korzilius, Hubert

    2009-01-01

    Children with epilepsy are at risk for problems in daytime functioning. We assessed daytime sleepiness, on-task behavior and attention in 17 children (aged between 7 and 11 years) with epilepsy who visited a school for special education and compared these to 17 children from a control group who visited a regular school. Within the group of…

  1. Creating the Continuum: J. E. Wallace Wallin and the Role of Clinical Psychology in the Emergence of Public School Special Education in America

    Science.gov (United States)

    Ferguson, Philip M.

    2014-01-01

    This paper reviews the history of the continuum of services in intellectual disability programmes. The emergence of public school special education in the USA in the first two decades of the twentieth century is used as a case study of this history by focusing on events and personalities connected to the St Louis Public Schools. Using Annual…

  2. The Implementation of Religious Education in Asuhan Kasih Special Elementary School in City of Kupang East Nusa Tenggara

    OpenAIRE

    Khudrin, Ali

    2012-01-01

    Research on the Implementation of Religion Education was held at the special Ele- mentary School (SDLB) “Asuhan Kasih” in Kupang, East Nusa Tenggara Province. The results of this study indicate that the implementation of religion education at Orphanage SDLB “Asuhan Kasih” can run well. Despite this aspect of the teaching force is still not in accordance with the subjects being taught. It can be seen from a qualified religion teacher not as a religious teacher. Contributing factor in the lear-...

  3. Vocabulary Growth and Reading Development across the Elementary School Years [Introduction to Special Issue

    NARCIS (Netherlands)

    Verhoeven, L.T.W.; Leeuwe, J.F.J. van; Vermeer, A.R.

    2011-01-01

    The associations between vocabulary growth and reading development were examined longitudinally for a representative sample of Dutch children throughout the elementary school period. Data on basic and advanced vocabulary, word decoding, and reading comprehension were collected across the different

  4. India's New Mandate against Economic Apartheid in Schools <Special Issue : Right to Education>

    OpenAIRE

    Juneja, Nalini

    2014-01-01

    In most countries, children attend the common neighbourhood school, especially at the compulsory stage. In India however, in keeping with its highly stratified and hierarchically oriented society, schools and parents in India tend to choose each other based largely on socio-economic criteria. India’s new law on right to education attempts to put an end to this socio economic segregation by mandating the admission and free education of children from economically weaker sections in all private ...

  5. Back to the future? Views of heads of schools of nursing about undergraduate specialization in mental health nursing.

    Science.gov (United States)

    Happell, Brenda; McAllister, Margaret

    2014-12-01

    Preparation of nursing students for practice in mental health settings in Australia has been criticized since comprehensive education replaced preregistration specialist education. Current and projected workforce shortages have given rise to considering the reintroduction of specialization at preregistration level as a potential solution. Support of heads of schools of nursing would be essential for such an initiative to be considered. A qualitative exploratory study was undertaken involving in-depth telephone interviews with heads of schools of nursing in Queensland. Participants generally favoured the concept of specialization in mental health nursing at undergraduate level. Data analysis revealed the following themes: meeting workforce needs, improving quality of care, employability of graduates, an attractive option for students, and what would have to go. Participants identified many benefits to mental health service delivery and consumer outcomes. How the initiative could be developed within an already overcrowded curriculum was identified as the major barrier. This level of support is encouraging if necessary changes to the educational preparation for mental health nursing practice are to be considered. © 2014 Australian College of Mental Health Nurses Inc.

  6. Teacher Use of Instructional Technology in a Special Education School for Students with Intellectual Disabilities: A Case Study

    Directory of Open Access Journals (Sweden)

    Canan Sola Özgüç

    2014-01-01

    Full Text Available The purpose of this study was to investigate use of Instructional Technology (IT by special education teachers in a school for students with moderate to severe intellectual disability (ID. Research questions were a Which IT do teachers use during class time? b What are the ways of providing IT? (c What are the problems that teachers encountered while using IT? (d What are the results and effects of the encountered problems? (e Is there any use of assistive technology (AT devices? This is a case study based on collecting and analyzing qualitative data. Semi-structured interviews were conducted with nine teachers; students with moderate to severe ID in the first, second, fifth, and seventh grade were observed in social studies lessons, as were eight teachers of those students. The study showed that use of IT is limited in a special school for children with ID and this situation is affecting teachers and students in a negative way. Also, use of AT is lacking

  7. The association between back pain and trunk posture of workers in a special school for the severe handicaps

    Directory of Open Access Journals (Sweden)

    Lee Raymond YW

    2009-04-01

    Full Text Available Abstract Background The present study aims to determine the time spent in different static trunk postures during a typical working day of workers in a special school for the severe handicaps. Methods Eighteen workers with low back pain (LBP and fifteen asymptomatic workers were recruited. A cross-sectional design was employed to study the time spent in different static trunk postures which was recorded by a biaxial accelerometer attached to the T12 level of the back of the subjects. Results The results of ANCOVA revealed that subjects with LBP spent significantly longer percentage of time in static trunk posture when compared to normal (p Conclusion An innovative method has been developed for continuous tracking of spinal posture, and this has potential for widespread applications in the workplace. The findings of the present investigation suggest that teachers in special schools are at increased risk of getting LBP. In order to minimise such risk, frequent postural change and awareness of work posture are recommended.

  8. Social Participation and Friendship Quality of Students with Special Educational Needs in Regular Greek Primary Schools

    Science.gov (United States)

    Avramidis, Elias; Avgeri, Georgia; Strogilos, Vasilis

    2018-01-01

    The study addresses the social participation of integrated students with special educational needs (SEN) in upper primary regular classes in Greece alongside their perceptions of best friend quality. Social participation was defined as consisting of four key dimensions: students' acceptance by classmates, friendships, social self-perceptions, and…

  9. A Situated Analysis of Special Education Disproportionality for Systemic Transformation in an Urban School District

    Science.gov (United States)

    Bal, Aydin; Sullivan, Amanda L.; Harper, John

    2014-01-01

    The disproportionate representation of students from culturally and linguistically diverse backgrounds in special education programs is a complex issue that has long troubled practitioners, educational leaders, and researchers. This article reports on a mixed-method collaborative case analysis that examined local patterns of disproportionality in…

  10. Special Relativity in the School Laboratory: A Simple Apparatus for Cosmic-Ray Muon Detection

    Science.gov (United States)

    Singh, P.; Hedgeland, H.

    2015-01-01

    We use apparatus based on two Geiger-Müller tubes, a simple electronic circuit and a Raspberry Pi computer to illustrate relativistic time dilation affecting cosmic-ray muons travelling through the atmosphere to the Earth's surface. The experiment we describe lends itself to both classroom demonstration to accompany the topic of special relativity…

  11. The Effects of Special Education Support on Young Australian School Students

    Science.gov (United States)

    Dempsey, Ian; Valentine, Megan; Colyvas, Kim

    2016-01-01

    Determining the effectiveness of many special education interventions is most difficult because of the practical and ethical limitations associated with assigning participants to a control or non-treated group. Using Longitudinal Study of Australian Children data, this article utilised eight different propensity score analysis methods to determine…

  12. Teachers' and School Administrators' Preparedness in Handling Students with Special Needs in Inclusive Education in Kenya

    Science.gov (United States)

    Gathumbi, Agnes; Ayot, Henry; Kimemia, John; Ondigi, Samson

    2015-01-01

    The philosophy of social inclusion is embedded in current legislation of the convention of child rights and the requirement of equal opportunities for those with disability (Salamanca Statement, 1994). Inclusive education entails taking care of all students including those with special needs like physical, mental or developmental. This paper…

  13. Specialized High Schools and Talent Search Programs: Incubators for Adolescents with High Ability in STEM Disciplines

    Science.gov (United States)

    Almarode, John T.; Subotnik, Rena F.; Crowe, Edward; Tai, Robert H.; Lee, Geesoo Maie; Nowlin, Fiona

    2014-01-01

    The purpose of this study is to investigate the association between self-efficacy and maintenance of interest in science, technology, engineering, and mathematics (STEM) resulting in completion of an undergraduate degree in a science related area. To pursue this analysis, the researchers surveyed 3,510 graduates from selective specialized science…

  14. Special Educators' Perceptions of State Standards in a Large, Urban School District

    Science.gov (United States)

    Cramer, Elizabeth D.; Gallo, Rosalia F.

    2017-01-01

    The implementation of Common Core State Standards raises challenges for teachers, particularly those in urban settings and those who work with students with unique learning challenges, particularly students with disabilities. This article provides the results of a study that surveyed special education teachers' perspectives related to the…

  15. Oral health status and treatment needs of hearing impaired children attending a special school in Bhimavaram, India.

    Science.gov (United States)

    Sandeep, V; Kumar, Manikya; Vinay, C; Chandrasekhar, R; Jyostna, P

    2016-01-01

    Children with hearing impairment (CHI) have special accessibility issues to meet their health care needs. Their oral health status is deprived and has wide ranging treatment needs to attend. The aim of this study was to evaluate the oral health status and treatment needs of CHI attending a special school in Bhimavaram Town, India. The study design was a descriptive cross-sectional study. This study was conducted in November 2012 at SVS special school for deaf, Bhimavaram, India. This study involved 180 CHI of both genders, aged 6-16 years, divided into Group-I (6-8 years), Group-II (9-12 years), and Group-III (13-16 years). Oral health status and treatment needs were recorded using methods and standards recommended by the WHO for Oral Health Surveys, 1997. Dental caries prevalence (decayed, missing, and filled teeth [DMFT/dmft]), gingivitis levels (Lφe, Silness Gingival Index), plaque levels (Silness, Lφe Plaque index), and treatment needs were the parameters recorded and analyzed. Z-test for proportion, one-way analysis of variance, and Chi-square test were used to analyze the data. Prevalence of dental caries in the sample was found to be 65% with a mean level of caries prevalence (DMFT) of 1.6 ± 1.3 in Group-I, 1.9 ± 1.2 in Group-II, and 2.2 ± 1.2 in Group-III. About 91.7% of the total children examined needs treatment. The mean plaque and gingivitis scores of the sample were 1.70 ± 0.61 and 1.59 ± 0.58, respectively. These findings imply the overwhelming situation of CHI in oral health perspective. Hence, prevention-based educational and motivational programs should be targeted to this vital group to achieve adequate oral hygiene levels.

  16. Using Tablet Computers with Elementary School Students with Special Needs: The Practices and Perceptions of Special Education Teachers and Teacher Assistants

    Science.gov (United States)

    Johnson, Genevieve Marie

    2013-01-01

    Twelve special education teachers and teacher assistants who have instructional experience using iPads with children with special needs completed a survey that queried their practices and perceptions. In general, teachers and assistants were extremely positive about the value of iPads for children with special needs, particularly for children with…

  17. Simply Academic? Why Children with Special Educational Needs Don't Like School

    Science.gov (United States)

    McCoy, Selina; Banks, Joanne

    2012-01-01

    International studies have raised concerns about the academic and social implications of inclusive policies on school engagement and successful learning and, in particular, on the ways in which friendships are formed between students with SEN and other students. This article stems from research findings which show that Irish children with special…

  18. Music Therapy in Schools: Working with Children of All Ages in Mainstream and Special Education

    Science.gov (United States)

    Tomlinson, Jo, Ed.; Derrington, Philippa, Ed.; Oldfield, Amelia, Ed.

    2011-01-01

    The majority of music therapy work with children takes place in schools. This book documents the wealth and diversity of work that music therapists are doing in educational settings across the UK. It shows how, in recent years, music therapy has changed and grown as a profession, and it provides an insight into the trends that are emerging in this…

  19. Career Planning without a Regular Diploma: A Study of High School Students Who Received "Special" Diplomas

    Science.gov (United States)

    Price-Wright, Demetress LaGale

    2013-01-01

    There is a growing demand by our society and legislature to educate all students equitably in an inclusive general education setting. Societal trends vary as time progresses, but this does not eliminate the growing debate regarding diploma options, exit requirements and future career planning for high school graduates. What does a future look like…

  20. Academic and Social Achievement Goals: Their Additive, Interactive, and Specialized Effects on School Functioning

    Science.gov (United States)

    Liem, Gregory Arief D.

    2016-01-01

    Background: Students' pursuit of academic and social goals has implications for school functioning. However, studies on academic and social achievement goals have been relatively independent and mainly conducted with students in culturally Western settings. Aims: Guided by multiple-goal perspectives, this study examined the role of academic and…

  1. The Use of Aversives in Special Education: Legal and Practice Considerations for School Principals

    Science.gov (United States)

    Katsiyannis, Antonis; Losinski, Mickey; Whitford, Denise K.; Counts, Jennifer

    2017-01-01

    The use of aversives as a method for behavioral intervention in U.S. public schools has been a persistent concern and often subject to litigation, particularly among students with disabilities. The use of aversives (restraint, seclusion, and corporal punishment) have been supported in some cases due to their perceived necessity to keep children…

  2. Emergent literacy activities, instructional adaptations and school absence of children with cerebral palsy in special education

    NARCIS (Netherlands)

    Peeters, M.H.J.; Moor, J.M.H. de; Verhoeven, L.T.W.

    2011-01-01

    The goal of the present study was to get an overview of the emergent literacy activities, instructional adaptations and school absence of children with cerebral palsy (CP) compared to normally developing peers. The results showed that there were differences between the groups regarding the amount of

  3. PARENT REPORT AFTER SECOND YEAR'S OPERATION. COOPERATIVE SCHOOL-REHABILITATION CENTER SPECIAL REPORTS, NUMBER 3.

    Science.gov (United States)

    HENZE, RICHARD; MEISSNER, ANN

    IN MAY 1967, 64 OF 94 PARENTS OF STUDENTS ENROLLED IN THE COOPERATIVE SCHOOL REHABILITATION CENTER REPORTED THEIR REACTIONS AND OBSERVATIONS ON THEIR STUDENT'S PROGRESS. FORTY-FOUR PARENTS REPORTED CHANGES AND 20 REPORTED NO CHANGES IN STUDENT'S ROUTINE ACTIVITIES AT HOME SUCH AS EATING HABITS, SLEEPING HOURS, AND DRESSING OR GROOMING ACTIVITIES.…

  4. The effect of safety training involving non-destructive testing among students at specialized vocational high schools

    Energy Technology Data Exchange (ETDEWEB)

    Lim Young Khi [Dept. of Radiological Science, Gachon University, Inchon (Korea, Republic of); Han, Eun Ok; Choi, Yoon Seok [Dept. of Education amd Research, Korea Academy of Nuclear Safety, Seoul (Korea, Republic of)

    2017-06-15

    By examining the safety issues involved in on-site training sessions conducted at specialized vocational high schools, and by analyzing the effects of non-destructive testing (NDT) safety training, this study aims to contribute to ensuring the general safety of high school students. Students who expressed an interest in participation were surveyed regarding current NDT training practices, as well as NDT safety training. A total of 361 students from 4 schools participated in this study; 37.7% (136 students) were from the Seoul metropolitan area and 62.3% (225 students) were from other areas. Of the respondents, 2.2% (8 students) reported having engaged in NDT. As a result of safety training, statistically significant improvements were observed in most areas, except for individuals with previous NDT experience. The areas of improvement included safety awareness, acquisition of knowledge, subjective knowledge levels, objective knowledge levels, and adjustments to existing personal attitudes. Even at absolutely necessary observation-only training sessions, it is crucial that sufficient safety training and additional safety measures be adequately provided.

  5. The Same Fish: Creating Space for Therapeutic Relationships, Play, and Development in a School for Children with Special Needs.

    Science.gov (United States)

    Alston, Richard; Sosland, Rachel; Tuohy, Anne; Weiler, Nori Anna; Zeitlin, Diane

    2015-01-01

    This paper represents and attempts to describe psychoanalytically informed work applied in a school setting with children with special needs. While many therapists at the Parkside School are trained in analytic techniques and principles, these ideas have not traditionally been applied to children with language-based learning difficulties. Over the years, we have found that analytic ideas such as transference, countertransference, projective identification, containment, and attachment are especially salient to our understanding of these very complex children. Despite being in a school--a nontraditional setting for psychoanalysis--children are seen in individual and group therapy, often more than once a week. We believe that therapeutic relationships and play (sometimes bringing a child to a place of being able to play) are especially mutative with children with language-based learning challenges. Play and relationship provide a holding environment that, over time, allows for the reorganization of a child's often immature developmental capacities into a sense of agency that captures more clearly a child's innate potential. This article includes case studies of children with complex language-based learning difficulties, including autism spectrum disorders.

  6. Comparative Analysis of the Special Talent Exams at School of Physcial Education and Sport of Two Universities in Different Countries: Gazi University and Pekin University Samples

    Directory of Open Access Journals (Sweden)

    M i h r i a y MUSA

    2015-07-01

    Full Text Available This study aimed to analyze comparatively the students participated in special talent exams made for entering physical education programmes by universities and key criterions of selection in Turkey and China such as School of Pyhsical Education and Sport of Gazi University and Pekin University. The po licies and acceptance conditions of students, schooling goals and conditions, content of the physical fitness - testings, departments, pointing scoring system and national athletes regulation in China is investigated and evaluated by comparing them with Turk ey’s current situation. In this study screening model was used and data of research w ere obtained from web resources and Special Talent Exams Guide. It is pointed out that methods have differences in terms of special talent exams and schooling goals and co nditions between Turkey and China. At the end of the study some suggestions are offered.

  7. Repositioning of special schools within a specialist, personalised educational marketplace - the need for a representative principle

    OpenAIRE

    Rix, Jonathan

    2011-01-01

    This paper considers how notions of inclusive education as defined in the United Nations Educational, Scientific and Cultural Organization (UNESCO) Salamanca Agreement (1994) have become dissipated, and can be developed and reframed to encourage their progress. It analyses the discourse within a range of academic, legal and media texts, exploring how this dissipation has taken place within the UK. Using data from 78 specialist school websites it contextualises this change in the use of the te...

  8. Residential Mechanical Precooling

    Energy Technology Data Exchange (ETDEWEB)

    German, a. [Alliance for Residential Building Innovation (ARBI), Davis, CA (United States); Hoeschele, M. [Alliance for Residential Building Innovation (ARBI), Davis, CA (United States)

    2014-12-01

    This research conducted by the Alliance for Residential Building Innovation team evaluated mechanical air conditioner pre-cooling strategies in homes throughout the United States. EnergyPlus modeling evaluated two homes with different performance characteristics in seven climates. Results are applicable to new construction homes and most existing homes built in the last 10 years, as well as fairly efficient retrofitted homes.

  9. Residential Solar Systems.

    Science.gov (United States)

    Fulkerson, Dan

    This publication contains student and teacher instructional materials for a course in residential solar systems. The text is designed either as a basic solar course or as a supplement to extend student skills in areas such as architectural drafting, air conditioning and refrigeration, and plumbing. The materials are presented in four units…

  10. Childhood growth and development associated with need for full-time special education at school age.

    Science.gov (United States)

    Mannerkoski, Minna; Aberg, Laura; Hoikkala, Marianne; Sarna, Seppo; Kaski, Markus; Autti, Taina; Heiskala, Hannu

    2009-01-01

    To explore how growth measurements and attainment of developmental milestones in early childhood reflect the need for full-time special education (SE). After stratification in this population-based study, 900 pupils in full-time SE groups (age-range 7-16 years, mean 12 years 8 months) at three levels and 301 pupils in mainstream education (age-range 7-16, mean 12 years 9 months) provided data on height and weight from birth to age 7 years and head circumference to age 1 year. Developmental screening was evaluated from age 1 month to 48 months. Statistical methods included a general linear model (growth measurements), binary logistic regression analysis (odds ratios for growth), and multinomial logistic regression analysis (odds ratios for developmental milestones). At 1 year, a 1 standard deviation score (SDS) decrease in height raised the probability of SE placement by 40%, and a 1 SDS decrease in head size by 28%. In developmental screening, during the first months of life the gross motor milestones, especially head support, differentiated the children at levels 0-3. Thereafter, the fine motor milestones and those related to speech and social skills became more important. Children whose growth is mildly impaired, though in the normal range, and who fail to attain certain developmental milestones have an increased probability for SE and thus a need for special attention when toddlers age. Similar to the growth curves, these children seem to have consistent developmental curves (patterns).

  11. Oral hygiene status in relation to sociodemographic factors of children and adults who are hearing impaired, attending a special school.

    Science.gov (United States)

    Kumar, Santhosh; Dagli, Rushabh Jayesh; Mathur, Anmol; Jain, Manish; Duraiswamy, Prabu; Kulkarni, Suhas

    2008-01-01

    This study examined the oral hygiene levels and periodontal status in a group of children and adults with hearing impairment attending a special school in Udaipur, India. Oral hygiene status was assessed by the Simplified Oral Hygiene Index (OHI-S) of Greene and Vermillion and periodontal status by the Community Periodontal Index. An analysis using a bivariate analysis revealed that all the oral hygiene variables varied significantly with age, economic status, and education of the parents. A multiple regression analysis showed that the education of the mother was the single best predictor for oral hygiene status and explained 92% of the variance. These findings show that children with hearing impairment have poor oral hygiene and high levels of periodontal disease. This may be due to a lack of communication; hence, appropriate oral health education should be tailored to the needs of these students with the support of their teachers and their parents.

  12. Perceptions of a computer-based instruction system in special education: high school teachers and students views.

    Science.gov (United States)

    Chiang, Hsin-Yu Ariel; Jacobs, Karen

    2010-01-01

    Researchers investigated how one type of computer-based instruction (CBI)--Kurzweil 3000 (K-3000), was perceived to affect the reading, functional task performance, and academic self-perception of high school students with special needs. 16 students with special needs used K-3000 (assistive software that provides students with reading support) for six months to read assignments for their English language arts class and six teachers who had previous experience with integrating K-3000 into their classes were recruited. Data from focus group interviews of students and teachers were used. The advantages and disadvantages of K-3000, the factors that affected teachers' use of CBI and users' progress were explored. After the regular use of K-3000, students and teachers reported improvement in the amount and speed of reading and increased academic self-perception, specifically related to reading comprehension and pronunciation. Teachers reported that lack of accessibility to technology, time constraints, and difficulties with class management were the major reasons that hindered CBI use in their classrooms. Student participants noted that CBI was helpful when they were engaged in functional activities related to reading and writing. The progress of students in self-perception, and the advantages and drawbacks of the K-3000, along with the mechanism of users' progression were described and discussed.

  13. Teachers' perceptions of implementation of aided AAC to support expressive communication in South African special schools: a pilot investigation.

    Science.gov (United States)

    Tönsing, Kerstin M; Dada, Shakila

    2016-12-01

    Although the provision of assistive technology for students with disabilities has been mandated in South African education policy documents, limited data are available on the implementation of aided augmentative and alternative communication (AAC) in classrooms. This pilot investigation used a concurrent mixed-methods survey design to determine the extent to which aided AAC was implemented to foster students' expressive communication in preschool to Grade 3 classrooms in special schools from six urban school districts in the Gauteng (the smallest, most affluent and most densely populated of the nine South African provinces), and also obtained teachers' perceptions of this process. A total of 26 teachers who taught students who used aided AAC for expression participated. Although there is evidence of provision and also implementation of aided AAC in classrooms, various limitations still exist. Teachers identified an array of factors that influenced the implementation of aided AAC, including those related to themselves, the classroom context, the characteristics of aided AAC, students using AAC, and other stakeholders. These factors are discussed in the light of international literature as well as the local context, and are used as a basis to suggest a research agenda for AAC in the South African education system.

  14. Emergent literacy activities, instructional adaptations and school absence of children with cerebral palsy in special education.

    Science.gov (United States)

    Peeters, Marieke; de Moor, Jan; Verhoeven, Ludo

    2011-01-01

    The goal of the present study was to get an overview of the emergent literacy activities, instructional adaptations and school absence of children with cerebral palsy (CP) compared to normally developing peers. The results showed that there were differences between the groups regarding the amount of emergent literacy instruction. While time dedicated to storybook reading and independent picture-book reading was comparable, the children with CP received fewer opportunities to work with educational software and more time was dedicated to rhyming games and singing. For the children with CP, the level of speech, intellectual, and physical impairments were all related to the amount of time in emergent literacy instruction. Additionally, the amount of time reading precursors is trained and the number of specific reading precursors that is trained is all related to skills of emergent literacy. Copyright © 2010 Elsevier Ltd. All rights reserved.

  15. Improving the family orientation process in Cuban Special Schools trough Nearest Prototype classification

    Directory of Open Access Journals (Sweden)

    Caballero-Mota, Y.

    2013-03-01

    Full Text Available Cuban Schools for children with Affective – Behavioral Maladies (SABM have as goal to accomplish a major change in children behavior, to insert them effectively into society. One of the key elements in this objective is to give an adequate orientation to the children’s families; due to the family is one of the most important educational contexts in which the children will develop their personality. The family orientation process in SABM involves clustering and classification of mixed type data with non-symmetric similarity functions. To improve this process, this paper includes some novel characteristics in clustering and prototype selection. The proposed approach uses a hierarchical clustering based on compact sets, making it suitable for dealing with non-symmetric similarity functions, as well as with mixed and incomplete data. The proposal obtains very good results on the SABM data, and over repository databases.

  16. Development Of Economic Techniques For Residential Thermography

    Science.gov (United States)

    Allen, Lee R.; Allen, Sharon

    1983-03-01

    Infrared thermography has proven to be a valuable tool in the detection of heat loss in both commercial and residential buildings. The field of residential thermography has needed a simple method with which to report the deficiencies found during an infrared scan. Two major obstacles hindering the cost effectiveness of residential thermography have been 1) the ability to quickly transport some high resolution imaging system equipment from job site to job site without having to totally dismount the instruments at each area, and 2) the lack of a standard form with which to report the findings of the survey to the customer. Since the industry has yet to provide us with either, we believed it necessary to develop our own. Through trial and error, we have come up with a system that makes interior residential thermography a profitable venture at a price the homeowner can afford. Insulation voids, or defects can be instantly spotted with the use of a thermal imaging system under the proper conditions. A special hand-held device was developed that enables the thermographer to carry the equipment from house to house without the need to dismantle and set up at each stop. All the necessary components are attached for a total weight of about 40 pounds. The findings are then conveyed to a form we have developed. The form is simple enough that the client without special training in thermography can understand. The client is then able to locate the problems and take corrective measures or give it to a con-tractor to do the work.

  17. Trends in Special Education

    Science.gov (United States)

    Gulliford, R.

    1977-01-01

    A broader concept of special education is developing--one that recognizes the relative frequency of special needs and the necessity for a range of alternative forms of special educational provision extending the idea into pre-school years and adult education with special methods of teaching and curricula required for the most handicapped students.…

  18. Ending to What End? The Impact of the Termination of Court-Desegregation Orders on Residential Segregation and School Dropout Rates

    Science.gov (United States)

    Liebowitz, David D.

    2018-01-01

    In the early 1990s, the Supreme Court established standards to facilitate the release of school districts from racial desegregation orders. Over the next two decades, federal courts declared almost half of all districts under court order in 1991 to be "unitary"--that is, to have met their obligations to eliminate dual systems of…

  19. Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout.

    Science.gov (United States)

    Boujut, Emilie; Dean, Annika; Grouselle, Amélie; Cappe, Emilie

    2016-09-01

    The inclusion of students with Autism Spectrum Disorder (ASD) in schools is a source of stress for teachers. Specialized teachers have, in theory, received special training. To compare the experiences of teachers dealing with students with ASD in different classroom environments. A total of 245 teachers filled out four self-report questionnaires measuring perceived stress, social support, coping strategies, and burnout. Specialized teachers perceive their teaching as a challenge, can count on receiving help from colleagues, use more problem-focused coping strategies and social support seeking behavior, and are less emotionally exhausted than teachers in regular classes. This study highlights that teachers in specialized schools and classes have better adjustment, probably due to their training, experience, and tailored classroom conditions.

  20. A Little Learning Is a Dangerous Thing: Factors Influencing the Increased Identification of Special Educational Needs from the Perspective of Education Policy-Makers and School Practitioners

    Science.gov (United States)

    Graham, Linda J.

    2015-01-01

    This article considers the increased identification of special educational needs in Australia's largest education system from the perspectives of senior public servants, regional directors, principals, school counsellors, classroom teachers, support class teachers, learning support teachers, and teaching assistants (n = 30). While their…

  1. The Impact of Fostering Relationships through Music within a Special School Classroom for Students with Autism Spectrum Disorder: An Action Research Study

    Science.gov (United States)

    McFerran, Katrina Skewes; Thompson, Grace; Bolger, Lucy

    2016-01-01

    Music therapists have been working in special education contexts for many decades, utilising research and case studies to inform practice. Growing interest in the link between the creative arts and well-being has led music therapists to consider what aspects of their knowledge others could feasibly appropriate in the school system. An action…

  2. Relationship between Instructional Leadership of Headmaster and Work Discipline and Work Motivation and Academic Achievement in Primary School at Special Areas of Central Jakarta

    Science.gov (United States)

    Supriadi, Eddi; Yusof, Hj. Abdul Raheem Bin Mohamad

    2015-01-01

    The study aimed to investigate the relationship between the instructional leadership of the headmaster and the work discipline of teachers and the work motivation and the academic achievement of primary school students from Special Province of Central Jakarta. The research method will be done with quantitative research methods. The study uses data…

  3. School Accommodation and Modification Ideas for Students Who Receive Special Education Services. PACER Center ACTion Information Sheets: PHP-c49

    Science.gov (United States)

    PACER Center, 2013

    2013-01-01

    Some students with disabilities who receive special education services need accommodations or modifications to their educational program in order to participate in the general curriculum and to be successful in school. While the Individuals with Disabilities Education Act (IDEA) and its regulations do not define accommodations or modifications,…

  4. Decision-Making by School Psychologists: Use of the Representativeness Heuristic and Importance of Assessment Data in Determination of Special Education Eligibility

    Science.gov (United States)

    Wilson, Sharise Mavis

    2010-01-01

    The purpose of this project was to explore the decision-making approach and types of data that school psychologists use in determining special education classification. There were three research objectives: (a) to investigate the types of conditions and measures needed to test the use of the representativeness heuristic and assessment data, (b) to…

  5. Influence of Special Needs Education Policy on Access to Secondary School Education by Learners with Hearing Impairments in Nandi County, Kenya

    Science.gov (United States)

    Muhombe, Joseph Andrew; Rop, Naftali K.; Ogola, Fredrick O.; Wesonga, Justus Nyongesa

    2015-01-01

    This study sought to examine influence of Special Needs Education Policy on access to secondary school education by learners with hearing impairments in Nandi County, Kenya. The study was informed by the Multiple Intelligences theory and the Dewey theory of Progressivism. The findings showed that majority of the respondents were aware of the…

  6. Bureau of Indian Education (BIE), Albuquerque Service Center (ASC) Dispute Resolution in Special Education through Mediation. Parent/School and Mediator's Manual. Revised

    Science.gov (United States)

    Copenhaver, John

    2007-01-01

    Parents and school staff usually agree upon issues regarding evaluation, eligibility, program, and placement of students with disabilities. However, there are times when disagreement occurs. Disagreements and conflict are often inevitable, but they need not produce negative results. Mediation in special education is a process to assist parents and…

  7. Guidelines for residential commissioning

    Energy Technology Data Exchange (ETDEWEB)

    Wray, Craig P.; Walker, Iain S.; Sherman, Max H.

    2003-01-31

    Currently, houses do not perform optimally or even as many codes and forecasts predict, largely because they are field assembled and there is no consistent process to identify problems or to correct them. Residential commissioning is a solution to this problem. This guide is the culmination of a 30-month project that began in September 1999. The ultimate objective of the project is to increase the number of houses that undergo commissioning, which will improve the quality, comfort, and safety of homes for California citizens. The project goal is to lay the groundwork for a residential commissioning industry in California focused on end-use energy and non-energy issues. As such, we intend this guide to be a beginning and not an end. Our intent is that the guide will lead to the programmatic integration of commissioning with other building industry processes, which in turn will provide more value to a single site visit for people such as home energy auditors and raters, home inspectors, and building performance contractors. Project work to support the development of this guide includes: a literature review and annotated bibliography, which facilitates access to 469 documents related to residential commissioning published over the past 20 years (Wray et al. 2000), an analysis of the potential benefits one can realistically expect from commissioning new and existing California houses (Matson et al. 2002), and an assessment of 107 diagnostic tools for evaluating residential commissioning metrics (Wray et al. 2002). In this guide, we describe the issues that non-experts should consider in developing a commissioning program to achieve the benefits we have identified. We do this by providing specific recommendations about: how to structure the commissioning process, which diagnostics to use, and how to use them to commission new and existing houses. Using examples, we also demonstrate the potential benefits of applying the recommended whole-house commissioning approach to

  8. Detailed residential electric determination

    Energy Technology Data Exchange (ETDEWEB)

    1984-06-01

    Data on residential loads has been collected from four residences in real time. The data, measured at 5-second intervals for 53 days of continuous operation, were statistically characterized. An algorithm was developed and incorporated into the modeling code SOLCEL. Performance simulations with SOLCEL using these data as well as previous data collected over longer time intervals indicate that no significant errors in system value are introduced through the use of long-term average data.

  9. Parents’ engagement in the education of lower secondary school students with and without special educational needs – which strategies bring expected results?

    Directory of Open Access Journals (Sweden)

    GRZEGORZ SZUMSKI

    2018-02-01

    Full Text Available This article presents an analysis of approaches to the engagement of parents in the education of lower secondary school students with and without special educational needs (SEN, as well as its effect on school achievement. The analysis of the results from almost 1500 Polish lower secondary school students, including almost 300 students assessed as SEN, showed that parents in both groups varied in their strategies to help their children. Parents of students with SEN more often directly helped their children with homework, although this strategy negatively correlated with school achievement for both groups. The results opposed a widely held claim that students with SEN require alternative types of parental support. These findings may, therefore, have a practical role for shaping parental and teacher’ beliefs about the most effective ways to improve the achievement of lower secondary school students.

  10. What Do They Do at Home? The Literacies of Children Living in Residential Care in Malaysia

    Science.gov (United States)

    Tan, Jennifer

    2015-01-01

    This paper presents an ethnographic study of the out of school literacy practices of children living in residential care in Malaysia. Although residential homes generate much publicity, especially during the festive seasons, not much is known about the children living within the confines of these homes. Even more lacking is research on their…

  11. Attachment and Aspiration: What Influences Rural Youths' Educational and Residential Plans? White Paper

    Science.gov (United States)

    Howley, Caitlin; Hambrick, Kimberly

    2011-01-01

    Building on recent research, ICF sought to explore how socioeconomic status and attachment to place influence rural youths' educational and residential preferences across a wider geographic region. Our research questions included: What are rural high school students' educational and residential plans? And what factors influence rural youths' plans…

  12. 'Nothing works' in secure residential youth care?

    NARCIS (Netherlands)

    Souverein, F.A.; van der Helm, G.H.P.; Stams, G.J.J.M.

    2013-01-01

    A debate about the effectiveness of secure residential youth care is currently going on. While some continue to support secure residential youth care, others conclude that ‘nothing works’ in secure residential youth care, and argue that non-residential treatment is superior to secure residential

  13. Re-thinking residential mobility

    Science.gov (United States)

    van Ham, Maarten; Findlay, Allan M.

    2015-01-01

    While researchers are increasingly re-conceptualizing international migration, far less attention has been devoted to re-thinking short-distance residential mobility and immobility. In this paper we harness the life course approach to propose a new conceptual framework for residential mobility research. We contend that residential mobility and immobility should be re-conceptualized as relational practices that link lives through time and space while connecting people to structural conditions. Re-thinking and re-assessing residential mobility by exploiting new developments in longitudinal analysis will allow geographers to understand, critique and address pressing societal challenges. PMID:27330243

  14. Large-Scale Residential Demolition

    Science.gov (United States)

    The EPA provides resources for handling residential demolitions or renovations. This includes planning, handling harmful materials, recycling, funding, compliance assistance, good practices and regulations.

  15. Longitudinal burnout-collaboration patterns in Japanese medical care workers at special needs schools: a latent class growth analysis.

    Science.gov (United States)

    Kanayama, Mieko; Suzuki, Machiko; Yuma, Yoshikazu

    2016-01-01

    The present study aimed to identify and characterize potential burnout types and the relationship between burnout and collaboration over time. Latent class growth analysis and the growth mixture model were used to identify and characterize heterogeneous patterns of longitudinal stability and change in burnout, and the relationship between burnout and collaboration. We collected longitudinal data at three time points based on Japanese academic terms. The 396 study participants included academic teachers, yogo teachers, and registered nurses in Japanese special needs schools. The best model included four types of both burnout and collaboration in latent class growth analysis with intercept, slope, and quadratic terms. The four types of burnout were as follows: low stable, moderate unstable, high unstable, and high decreasing. They were identified as involving inverse collaboration function. The results indicated that there could be dynamic burnout types, namely moderate unstable, high unstable, and high decreasing, when focusing on growth trajectories in latent class analyses. The finding that collaboration was dynamic for dynamic burnout types and stable for stable burnout types is of great interest. This was probably related to the inverse relationship between the two constructs.

  16. Developing mathematics learning set for special-needs junior high school student oriented to learning interest and achievement

    Directory of Open Access Journals (Sweden)

    Ai Sadidah

    2016-11-01

    Full Text Available This study aims to produce a mathematics learning set for special-needs students (mathematical learning disability and mathematically gifted of Junior High School Grade VIII Second Semester oriented to learning interests and achievement which is valid, practical, and effective. This study was a research and development study using the Four-D development model consisting of four stages: (1 define, (2 design, (3 develop, and (4 disseminate. The quality of learning set consisting of the following three criterions: (1 validity, (2 practicality, and (3 effectiveness.  The data analysis technique used in this study is a descriptive quantitative analysis. The research produced learning set consisting of lesson plans and student worksheets. The result of the research shows that: (1 the learning set fulfill the valid criteria base on experts’ appraisal; (2 the learning set fulfill the practical criterion base on teacher’s and students’ questionnaire, and observation of learning implementation; (3 the learning set fulfill the effectiveness criterion base on learning interest and achievement.

  17. Longitudinal burnout-collaboration patterns in Japanese medical care workers at special needs schools: a latent class growth analysis

    Science.gov (United States)

    Kanayama, Mieko; Suzuki, Machiko; Yuma, Yoshikazu

    2016-01-01

    The present study aimed to identify and characterize potential burnout types and the relationship between burnout and collaboration over time. Latent class growth analysis and the growth mixture model were used to identify and characterize heterogeneous patterns of longitudinal stability and change in burnout, and the relationship between burnout and collaboration. We collected longitudinal data at three time points based on Japanese academic terms. The 396 study participants included academic teachers, yogo teachers, and registered nurses in Japanese special needs schools. The best model included four types of both burnout and collaboration in latent class growth analysis with intercept, slope, and quadratic terms. The four types of burnout were as follows: low stable, moderate unstable, high unstable, and high decreasing. They were identified as involving inverse collaboration function. The results indicated that there could be dynamic burnout types, namely moderate unstable, high unstable, and high decreasing, when focusing on growth trajectories in latent class analyses. The finding that collaboration was dynamic for dynamic burnout types and stable for stable burnout types is of great interest. This was probably related to the inverse relationship between the two constructs. PMID:27366107

  18. ASHRAE and residential ventilation

    Energy Technology Data Exchange (ETDEWEB)

    Sherman, Max H.

    2003-10-01

    In the last quarter of a century, the western world has become increasingly aware of environmental threats to health and safety. During this period, people psychologically retreated away from outdoors hazards such as pesticides, smog, lead, oil spills, and dioxin to the seeming security of their homes. However, the indoor environment may not be healthier than the outdoor environment, as has become more apparent over the past few years with issues such as mold, formaldehyde, and sick-building syndrome. While the built human environment has changed substantially over the past 10,000 years, human biology has not; poor indoor air quality creates health risks and can be uncomfortable. The human race has found, over time, that it is essential to manage the indoor environments of their homes. ASHRAE has long been in the business of ventilation, but most of the focus of that effort has been in the area of commercial and institutional buildings. Residential ventilation was traditionally not a major concern because it was felt that, between operable windows and envelope leakage, people were getting enough outside air in their homes. In the quarter of a century since the first oil shock, houses have gotten much more energy efficient. At the same time, the kinds of materials and functions in houses changed in character in response to people's needs. People became more environmentally conscious and aware not only about the resources they were consuming but about the environment in which they lived. All of these factors contributed to an increasing level of public concern about residential indoor air quality and ventilation. Where once there was an easy feeling about the residential indoor environment, there is now a desire to define levels of acceptability and performance. Many institutions--both public and private--have interests in Indoor Air Quality (IAQ), but ASHRAE, as the professional society that has had ventilation as part of its mission for over 100 years, is the

  19. Residential Mobility Across Early Childhood and Children's Kindergarten Readiness.

    Science.gov (United States)

    Mollborn, Stefanie; Lawrence, Elizabeth; Root, Elisabeth Dowling

    2018-04-01

    Understanding residential mobility in early childhood is important for contextualizing family, school, and neighborhood influences on child well-being. We examined the consequences of residential mobility for socioemotional and cognitive kindergarten readiness using the Early Childhood Longitudinal Study-Birth Cohort, a nationally representative longitudinal survey that followed U.S. children born in 2001 from infancy to kindergarten. We described individual, household, and neighborhood characteristics associated with residential mobility for children aged 0-5. Our residential mobility indicators examined frequency of moves, nonlinearities in move frequency, quality of moves, comparisons between moving houses and moving neighborhoods, and heterogeneity in the consequences of residential mobility. Nearly three-quarters of children moved by kindergarten start. Mobility did not predict cognitive scores. More moves, particularly at relatively high frequencies, predicted lower kindergarten behavior scores. Moves from socioeconomically advantaged to disadvantaged neighborhoods were especially problematic, whereas moves within a ZIP code were not. The implications of moves were similar across socioeconomic status. The behavior findings largely support an instability perspective that highlights potential disruptions from frequent or problematic moves. Our study contributes to literature emphasizing the importance of contextualizing residential mobility. The high prevalence and distinct implications of early childhood moves support the need for further research.

  20. Innovative Education? A Test of Specialist Mimicry or Generalist Assimilation in Trends in Charter School Specialization over Time

    Science.gov (United States)

    Renzulli, Linda A.; Barr, Ashley B.; Paino, Maria

    2015-01-01

    By most media accounts, charter schools are innovative schools. But little empirical work interrogates this idea. We examine the growth and decline of specialist charter school mission statements as one indicator of innovation. In line with theories of resource partitioning, we find that specialist charter school missions--those asserting…

  1. Residential Mechanical Precooling

    Energy Technology Data Exchange (ETDEWEB)

    German, Alea [Davis Energy Group, Davis, CA (United States). Alliance for Residential Building Innovation (ARBI); Hoeschele, Marc [Davis Energy Group, Davis, CA (United States). Alliance for Residential Building Innovation (ARBI)

    2014-12-01

    Residential air conditioning (AC) represents a challenging load for many electric utilities with poor load factors. Mechanical precooling improves the load factor by shifting cooling operation from on-peak to off-peak hours. This provides benefits to utilities and the electricity grid, as well as to occupants who can take advantage of time-of-use (TOU) electricity rates. Performance benefits stem from reduced compressor cycling, and shifting condensing unit operation to earlier periods of the day when outdoor temperatures are more favorable to operational efficiency. Finding solutions that save energy and reduce demand on the electricity grid is an important national objective and supports key Building America goals. The Alliance for Residential Building Innovation team evaluated mechanical AC precooling strategies in homes throughout the United States. EnergyPlus modeling was used to evaluate two homes with different performance characteristics in seven climates. Results are applicable to new construction homes and most existing homes built in the last 10 years, as well as fairly efficient retrofitted homes. A successful off-peak AC strategy offers the potential for increased efficiency and improved occupant comfort, and promotes a more reliable and robust electricity grid. Demand response capabilities and further integration with photovoltaic TOU generation patterns provide additional opportunities to flatten loads and optimize grid impacts.

  2. Facilitating Transition from High School and Special Education to Adult Life: Focus on Youth with Learning Disorders, Attention-Deficit/Hyperactivity Disorder, and Speech/Language Impairments.

    Science.gov (United States)

    Ascherman, Lee I; Shaftel, Julia

    2017-04-01

    Youth with learning disorders, speech/language disorders, and/or attention-deficit/hyperactivity disorder may experience significant struggles during the transition from high school to postsecondary education and employment. These disorders often occur in combination or concurrently with behavioral and emotional difficulties. Incomplete evaluation may not fully identify the factors underlying academic and personal challenges. This article reviews these disorders, the role of special education law for transitional age youth in public schools, and the Americans with Disabilities Act in postsecondary educational and employment settings. The role of the child and adolescent psychiatrist and the importance of advocacy for these youth are presented. Copyright © 2017 Elsevier Inc. All rights reserved.

  3. [School well-being of students with and without special educational needs--a comparison of students in inclusive and regular classes].

    Science.gov (United States)

    Schwab, Susanne; Rossmann, Peter; Tanzer, Norbert; Hagn, Joachim; Oitzinger, Sabrina; Thurner, Verena; Wimberger, Tanja

    2015-07-01

    The present study examines the academic well-being of students with and without special educational needs (SEN) in inclusive classes compared to students from regular classes in which no child with SEN is taught. In addition, the relationships between the school well-being and emotional problems, conduct problems, hyperactivity/inattention, peer relationship problems and prosocial behavior are analyzed. A total of 1115 students from the 4th and 7th grade (37 % 4th graders, 63 % 7th graders) participated in the survey, 126 of whom had been diagnosed as having SEN. The subscale Well-Being at School taken from the FEESS 3–4 (Rauer & Schuck, 2004) and the SDQ (Goodman, 1997) were used for measurement. Results indicate high reliabilities for the subscale Well-Being in School for students both with and without SEN for both grades 4 and 7. Furthermore, it could be shown that the variance explained for school well-being can be connected to elements on the students’ individual level as well as on the class-specific level. Significant predictors of school well-being were sex, behavioral difficulties and strengths as well as the school grade. The SEN status (no SEN vs. SEN) and the class setting (regular vs. inclusive class) did not influence the school well-being significantly.

  4. Tailoring communication supports for students with multiple and severe disability using a mentor-model approach: four case studies from classrooms in special schools.

    Science.gov (United States)

    Bennett, Deone; Arthur-Kelly, Michael; Foreman, Phil; Neilands, Judy

    2014-04-01

    This paper describes four case studies of communication support for students with multiple and severe disability (MSD) in special school classrooms that used a mentor-model approach to the professional development of educational staff. A range of observational and report instruments was used to measure student changes in communicative involvement and the views of teaching staff that engaged with them. Four case studies of the contextual features, student needs and specific support strategies utilized in this study in four special school classrooms highlight the challenges that are faced by teaching staff in improving and maintaining student communication outcomes, and the reasons for these challenges. The mentor-model approach to professional development for educators working with students with MSD holds promise as a general framework for intervention. Despite the inherent variability in student outcomes and the practical limitations in practice, educators reported that the approach was helpful.

  5. Healthy food availability and participation in WIC (Special Supplemental Nutrition Program for Women, Infants, and Children) in food stores around lower- and higher-income elementary schools

    Science.gov (United States)

    Tester, June M.; Yen, Irene H.; Pallis, Lauren C.; Laraia, Barbara A.

    2015-01-01

    Objective The nutritional intake of schoolchildren is affected not only by what is consumed at school but also by what is available in food outlets near schools. The present study surveys the range of food outlets around schools and examines how the availability of healthy food in the food stores encountered varies by income status of the school and by store participation in the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) food assistance programme. Design Network buffer zones were created to reflect a quarter-mile (400m) walk from elementary schools with lower- and higher-income student populations in Oakland, CA, USA. All food outlets within these zones were categorised by type, and audits were conducted within food stores using a checklist to assess for the presence or absence of twenty-eight healthy items (in five domains). Setting Mid-sized city in the USA. Subjects Food outlets near public elementary schools. Results There were considerably more food outlets around lower-income schools. Food stores near higher-income schools had higher scores in two of the five domains (healthy beverages/low-fat dairy and healthy snacks). However, there were more food stores near lower-income schools that accepted WIC vouchers. Stratification showed that WIC stores scored higher than non-WIC stores on four of the five domains. Conclusions Although higher-income students have more access to healthy food in the environment surrounding their school, this disparity appears to be mitigated by stores that accept WIC and offer more healthy snacking options. Federal programmes such as this may be particularly valuable for children in lower-income areas. PMID:21205402

  6. School and Special Education

    DEFF Research Database (Denmark)

    Quvang, Christian

    2006-01-01

    Dette er et paper og et bidrag en antologi med med focus på mennekser, der af forskellige grunde er i fare for at glide ud af samfundets praksisfællesskaber i forbindelse med uddannelse, arbejde og civilsamfund. Fokus i dette bidrag er fortællingen om en kvindes liv i periferien af disse arenaer ...

  7. Oral health status and treatment needs of hearing impaired children attending a special school in Bhimavaram, India

    Directory of Open Access Journals (Sweden)

    V Sandeep

    2016-01-01

    Study Design: The study design was a descriptive cross-sectional study. Materials and Methods: This study was conducted in November 2012 at SVS special school for deaf, Bhimavaram, India. This study involved 180 CHI of both genders, aged 6-16 years, divided into Group-I (6-8 years, Group-II (9-12 years, and Group-III (13-16 years. Oral health status and treatment needs were recorded using methods and standards recommended by the WHO for Oral Health Surveys, 1997. Dental caries prevalence (decayed, missing, and filled teeth [DMFT/dmft], gingivitis levels (Lφe, Silness Gingival Index, plaque levels (Silness, Lφe Plaque index, and treatment needs were the parameters recorded and analyzed. Statistical Analysis: Z-test for proportion, one-way analysis of variance, and Chi-square test were used to analyze the data. Results: Prevalence of dental caries in the sample was found to be 65% with a mean level of caries prevalence (DMFT of 1.6 ± 1.3 in Group-I, 1.9 ± 1.2 in Group-II, and 2.2 ± 1.2 in Group-III. About 91.7% of the total children examined needs treatment. The mean plaque and gingivitis scores of the sample were 1.70 ± 0.61 and 1.59 ± 0.58, respectively. Conclusion: These findings imply the overwhelming situation of CHI in oral health perspective. Hence, prevention-based educational and motivational programs should be targeted to this vital group to achieve adequate oral hygiene levels.

  8. Mothers of Children with Special Health Care Needs: Documenting the Experience of Their Children’s Care in the School Setting

    OpenAIRE

    Anderson, Lori S.

    2009-01-01

    The numbers of children with special health care needs (CSHCN) have increased in schools. This study was conducted to document mothers’ experiences of the care their CSHCN receive across health care and educational settings. Data were collected during standardized, open-ended, one-on-one interviews with 10 mothers of CSHCN in urban, suburban, and rural areas in a Midwestern state. Interviews were transcribed and content analysis revealed five themes: (a) communication, (b) educational system ...

  9. Residential Energy Performance Metrics

    Directory of Open Access Journals (Sweden)

    Christopher Wright

    2010-06-01

    Full Text Available Techniques for residential energy monitoring are an emerging field that is currently drawing significant attention. This paper is a description of the current efforts to monitor and compare the performance of three solar powered homes built at Missouri University of Science and Technology. The homes are outfitted with an array of sensors and a data logger system to measure and record electricity production, system energy use, internal home temperature and humidity, hot water production, and exterior ambient conditions the houses are experiencing. Data is being collected to measure the performance of the houses, compare to energy modeling programs, design and develop cost effective sensor systems for energy monitoring, and produce a cost effective home control system.

  10. College residential sleep environment.

    Science.gov (United States)

    Sexton-Radek, Kathy; Hartley, Andrew

    2013-12-01

    College students regularly report increased sleep disturbances as well as concomitant reductions in performance (e.g., academic grades) upon entering college. Sleep hygiene refers to healthy sleep practices that are commonly used as first interventions in sleep disturbances. One widely used practice of this sort involves arranging the sleep environment to minimize disturbances from excessive noise and light at bedtime. Communal sleep situations such as those in college residence halls do not easily support this intervention. Following several focus groups, a questionnaire was designed to gather self-reported information on sleep disturbances in a college population. The present study used The Young Adult Sleep Environment Inventory (YASEI) and sleep logs to investigate the sleep environment of college students living in residential halls. A summary of responses indicated that noise and light are significant sleep disturbances in these environments. Recommendations are presented related to these findings.

  11. GENDER ROLE DISTRIBUTION IN RESIDENTIAL REAL ESTATE FAMILY DECISION MAKING

    Directory of Open Access Journals (Sweden)

    Irina R. KANCHEVA

    2017-12-01

    Full Text Available Purchase and consumption behavioral patterns of various family formations in different social and cultural contexts have been subject to intensive investigation over the recent years. Residential real estate as a product category represents one of the most complex household purchases incorporating a wide diversity of attributes to be considered in order to match family members’ needs within available resources. The purpose of this paper is to add some insights into spousal perceptions of gender role specialization throughout a residential real estate purchase family decision-making process. The distribution of influence between husbands and wives across three decision-making stages, three sub-decisions and twelve housing attribute choices and the relative importance of twelve residential real estate characteristics are examined using a convenience sample of both spouses in 127 Bulgarian heterosexual married and cohabiting couples.

  12. An outbreak of community-associated methicillin-resistant Staphylococcus aureus infection in a boarding school in Hong Kong Special Administrative Region (China).

    Science.gov (United States)

    Miu-ling, Wong; Kwok-ming, Poon; Yuen-kong, Wan; Shuk-Kwan, Chuang; Lai-key, Kwok; Sik-on, Pak

    2014-01-01

    In November 2012, an outbreak of community-associated methicillin-resistant Staphylococcus aureus (CA-MRSA) skin and soft tissue infections affecting students at a boarding school in Hong Kong Special Administrative Region (China) was detected. A case was defined as any student or staff notified with MRSA infection from 25 October 2012 to 5 July 2013 with the clinical isolate being of staphylococcal cassette chromosome mec type IV or V and positive for Panton-Valentine leukocidin gene. We conducted field investigations, advised on control measures and enhanced surveillance for skin and soft tissue infections at the school. Decolonization therapies were offered to all cases and contacts, and carrier screening was conducted. There were five cases; two (40%) were hospitalized and three (60%) required surgical treatments. Initial screening comprised 240 students and 81 staff members. Overall, four cases (80%) plus eight other students (3.3%) were carriers, with eight of 12 (66.7%) from the same dormitory. All staff members screened negative. After intensified control measures, the number of students screened positive for CA-MRSA decreased from nine to one with no more cases identified in the school. Identification of carriers, decolonization therapy, monitoring of cases and contacts and strengthening of environmental and personal hygiene were control measures that helped contain this CA-MRSA outbreak in a boarding school in Hong Kong Special Administrative Region (China).

  13. Special Education Student Perspectives of Factors Influencing Their Decision to Leave a Comprehensive High School in San Diego Unified School District on Their Eighteenth Birthday

    Science.gov (United States)

    Chambliss, Judith

    2010-01-01

    The problem. This study investigated whether there were statistically significant differences in perceptions of high school students with specific learning disabilities with respect to reasons for either remaining in high school or leaving high school on their 18th birthday. Method. A quasi-experimental study was conducted. 30 students who were…

  14. An historical account of the first year of operation of the Maine School of Science and Mathematics

    Science.gov (United States)

    Patterson, James Charles

    The purpose of this study was to describe the first school year of operation for the Maine School of Science and Mathematics. Specific areas included in the study were: student residential life and support services, curriculum design, faculty characteristics, administrative structure and guidelines and a formative evaluation design. A comparison was made to a synthesis of characteristics derived from the literature review on the ten public, statewide, residential schools who are members of the National Consortium for Specialized Secondary Schools of Mathematics, Science and Technology. The Maine School of Science and Mathematics is a statewide public, residential, charter high school designed for highly motivated and high achieving students from across the state. The enabling legislation that created the school was passed in 1994 with a projected start-up in the Fall of 1995. A new independent governor took office in January, 1995 and announced that the appropriation to educate the first students would be delayed until a later date due to an ongoing economic recession. A staff of three full-time MSSM employees worked with the Maine Legislature and a initial start-up appropriation was finally enacted on June 30, 1995 just sixty days from the projected opening date of this new, public, school of choice. During July and August 1995, a teaching faculty, residential life supervisors and a support staff had to be hired and trained. Major policy and program decisions had to be made regarding curriculum, students life/discipline, program evaluation, student transportation, recreation programs, textbook selection, equipment and supply purchases. Students selected to be in the entering class had to make their final decisions to attend this unknown and controversial new charter high school. Finally, as the Maine School of Science and Mathematics was to share the former Limestone High School with the Limestone School Department, space and cost allocations had to be negotiated.

  15. Can short-term residential care for stroke rehabilitation help to reduce the institutionalization of stroke survivors?

    Directory of Open Access Journals (Sweden)

    Chau PH

    2014-02-01

    Full Text Available Pui Hing Chau,1 Maria WS Tang,2 Fannie Yeung,2 Tsz Wai Chan,1 Joanna OY Cheng,1 Jean Woo2 1School of Nursing, University of Hong Kong, Hong Kong, Special Administrative Region of the People's Republic of China; 2Department of Medicine and Therapeutics, Chinese University of Hong Kong, Hong Kong, Special Administrative Region of the People's Republic of China Background: Stroke survivors may not be receiving optimal rehabilitation as a result of a shortage of hospital resources, and many of them are institutionalized. A rehabilitation program provided in a short-term residential care setting may help to fill the service gap. Objectives: The primary objectives of this study were, first, to examine whether there were significant differences in terms of rehabilitation outcomes at 1 year after admission to the rehabilitation program (defined as baseline between those using short-term residential care (intervention group and those using usual geriatric day hospital care (control group, and, second, to investigate whether lower 1-year institutionalization rates were observed in the intervention group than in the control group. Participants: 155 stroke survivors who completed at least the first follow-up at 4 months after baseline. Intervention: The intervention group was stroke survivors using self-financed short-term residential care for stroke rehabilitation. The control group was stroke survivors using the usual care at a public geriatric day hospital. Measurements: Assessments were conducted by trained research assistants using structured questionnaires at baseline, 4 months, and 1 year after baseline. The primary outcome measures included Modified Barthel Index score, Mini-Mental Status Examination score, and the institutionalization rate. Results: Cognitive status (as measured by Mini-Mental Status Examination score of patients in both groups could be maintained from 4 months to 1 year, whereas functional status (as measured by Modified Barthel

  16. Navigating Special Education in Charter Schools Part I: Understanding Legal Roles and Responsibilities. Authorizing Matters. Issue Brief

    Science.gov (United States)

    Rhim, Lauren Morando

    2007-01-01

    Special education and related services are mandated by the federal Individuals with Disabilities Education Act (IDEA) and related state special education policies. Policies and procedures associated with implementing IDEA can be complex, cumbersome and time consuming. IDEA is founded on the notion that a free appropriate public education is a…

  17. Residential energy usage comparison: Findings

    Energy Technology Data Exchange (ETDEWEB)

    Smith, B.A.; Uhlaner, R.T.; Cason, T.N.; Courteau, S. (Quantum Consulting, Inc., Berkeley, CA (United States))

    1991-08-01

    This report presents the research methods and results from the Residential Energy Usage Comparison (REUC) project, a joint effort by Southern California Edison Company (SCE) and the Electric Power Research Institute (EPRI). The REUC project design activities began in early 1986. The REUC project is an innovative demand-site project designed to measure and compare typical energy consumption patterns of energy efficient residential electric and gas appliances. 95 figs., 33 tabs.

  18. Role and challenges of school social workers in facilitating and supporting the inclusiveness of children with special needs in regular schools

    Directory of Open Access Journals (Sweden)

    Doriana Balli

    2016-07-01

    Full Text Available Dynamic of the society development is associated with extension of social problems, notably in educational context. The role of school, as the main public institution for social development of the students, is now obvious throughout the world. Consequently the role of social workers in schools is becoming essential, especially in terms of the inclusion of marginalized children from the opportunity of education, by impacting the educational system, to meet the diverse needs of all learners. Social work is focused on the welfare of individuals by increasing and developing their potential, so it goes hand in hand with inclusive education for children with disabilities, which emphasizes the children’ rights to obtain a definite, qualitative and suitable education in regular schools. The main focus of this study was to draw a clear panorama of the school social workers’ role towards the processes of inclusiveness of students with disabilities in Albanian regular schools. The data were collected via in-depth interviews with eight school social workers of the secondary schools in Korça region. The results showed that social service in schools is very important for helping students to develop social competences, intermediating parents in utilizing school and community resources, identifying and reporting bullying phenomenon, etc. School social workers could play a key role to implement the educational reform, which is being undertaken in Albania. Interviewees also shared their difficulties regarding the practical work, especially obstacles related to inclusive education processes.

  19. National School Lunch Program

    Science.gov (United States)

    US Department of Agriculture, 2009

    2009-01-01

    The National School Lunch Program is a federally assisted meal program operating in over 101,000 public and non-profit private schools and residential child care institutions. It provides nutritionally balanced, low-cost or free lunches to more than 30.5 million children each school day in 2008. In 1998, Congress expanded the National School Lunch…

  20. Atendimento educacional especializado para alunos com surdocegueira: um estudo de caso no espaço da escola regular Specialized educational support for deafblind students: a case study in a regular school

    Directory of Open Access Journals (Sweden)

    Nelma de Cássia Silva Sandes Galvão

    2013-03-01

    Full Text Available This article examines and discusses the different forms of Specialized Educational Support offered to students with deafblindness, in Basic Education, in regular schools of the city of Salvador, Bahia, pointing out significant aspects, highlighted the barriers and opportunities to meet the special needs of these students . This work is part of a doctorate research in education and has a qualitative approach, the case study, taking as sample, four deafblind students, three of them are in elementary school, and one in a high school. The instrument for colect the information was an interview with the professionals and the data were organized using three categories: the dynamics of the Specialized Educational Support, the action of the professional development in the Specialized Educational Support and the connection between the Specialized Educational Support and the special needs of students with deafblindness. The results indicated: the absence of a planned action, leading an improvisations and fragmentation of the Specialized Educational Support; isolation of professionals. This situation originates in pedagogical actions disjointed between the regular classroom teachers and specialists; ignore the special educational needs of students with deafblindness with consequent invisibility of these students in school.

  1. Lichamelijke beperkingen en andere gezondheidsproblemen bij kinderen in het speciaal onderwijs in vergelijking met het regulier onderwijs [Physical limitation and other health problems in children who go to schools for special education compared with mainstream education

    NARCIS (Netherlands)

    Reijneveld, S.A.; Spee-Van Der Wekke, J.; Verloove-Vanhorick, S.P.

    2003-01-01

    Many children with developmental problems, especially with problems in cognition or in social and emotional functioning, go to schools for special education. Whether pupils in special education have more physical limitations, handicaps and other health problems than pupils in mainstream education

  2. Attitudes towards Addressing Medical Absenteeism of Students: A Qualitative Study among Principals and Special Education Needs Coordinators in Dutch Secondary Schools.

    Directory of Open Access Journals (Sweden)

    Yvonne Vanneste

    Full Text Available Reducing school absenteeism benefits the health and educational opportunities of young people. The Dutch intervention Medical Advice for Sick-reported Students (abbreviated as MASS was developed to address school absenteeism due to sickness reporting, also called medical absenteeism. This study is part of a research project on the effectiveness of MASS and explores factors that influence the implementation and dissemination of the intervention, from schools' perspectives. The research questions include reasons schools have to implement MASS, their experiences in the implementation of MASS and their views on what is needed to ensure sustainable implementation.A qualitative research method was used. Semi-structured interviews were held with nine principals and eight special education needs coordinators, working in nine secondary schools that apply MASS. Inductive content analysis was carried out.The main reasons for schools to address medical absenteeism were their concerns about students' well-being and future prospects and their wish to share these concerns with students' parents. Participants also mentioned the wish to raise the threshold for reporting sick. According to the participants, MASS makes it easier for teachers to enter into conversation with students and their parents about medical absence. MASS prevents damage to the relationship with parents and medical problems being missed. In implementing MASS the main obstacles are teachers' dialogue about medical absence with students and their parents, teachers' follow-up of the feedback of the youth health care physicians (YHCPs, and correct registration. The participants were convinced that MASS also improves collaboration with parents regarding the optimization of care for students.MASS allows schools to identify students at risk of dropout at an early stage and to optimise guidance of these students. The intervention matches schools' need to address medical absenteeism by providing a

  3. Attitudes towards Addressing Medical Absenteeism of Students: A Qualitative Study among Principals and Special Education Needs Coordinators in Dutch Secondary Schools.

    Science.gov (United States)

    Vanneste, Yvonne; van de Loo, Marlou; Feron, Frans; Rots-de Vries, Carin; van de Goor, Ien

    2016-01-01

    Reducing school absenteeism benefits the health and educational opportunities of young people. The Dutch intervention Medical Advice for Sick-reported Students (abbreviated as MASS) was developed to address school absenteeism due to sickness reporting, also called medical absenteeism. This study is part of a research project on the effectiveness of MASS and explores factors that influence the implementation and dissemination of the intervention, from schools' perspectives. The research questions include reasons schools have to implement MASS, their experiences in the implementation of MASS and their views on what is needed to ensure sustainable implementation. A qualitative research method was used. Semi-structured interviews were held with nine principals and eight special education needs coordinators, working in nine secondary schools that apply MASS. Inductive content analysis was carried out. The main reasons for schools to address medical absenteeism were their concerns about students' well-being and future prospects and their wish to share these concerns with students' parents. Participants also mentioned the wish to raise the threshold for reporting sick. According to the participants, MASS makes it easier for teachers to enter into conversation with students and their parents about medical absence. MASS prevents damage to the relationship with parents and medical problems being missed. In implementing MASS the main obstacles are teachers' dialogue about medical absence with students and their parents, teachers' follow-up of the feedback of the youth health care physicians (YHCPs), and correct registration. The participants were convinced that MASS also improves collaboration with parents regarding the optimization of care for students. MASS allows schools to identify students at risk of dropout at an early stage and to optimise guidance of these students. The intervention matches schools' need to address medical absenteeism by providing a clear framework

  4. Teaching Aids a Special Pedagogy Tool of Brain Development in School Children, Interest and Academic Achievement to Enhance Future Technology

    Science.gov (United States)

    Ohwojero, Chamberlain Joseph

    2015-01-01

    The school system is an institution where teachers adopt different teaching methods to impact knowledge and skills. The teaching method adopted by a class teacher has a great effect on children interest, academic achievement and brain development of a child. To support this fact the researcher used two groups of children from ten schools to carry…

  5. Teaching the basic concepts of the Special Relativity in the secondary school in the framework of the Theory of Conceptual Fields of Vergnaud

    International Nuclear Information System (INIS)

    Otero, Maria Rira; Arlego, Marcelo; Prodanoff, F.

    2015-01-01

    In this work, we investigate the conceptualization of the basic aspects of Special Relativity (SR) at secondary school level. We have conducted our research along the lines of the Theory of Conceptual Fields (TCF) proposed by Vergnaud (Vergnaud G., Infancia y Aprendizaje, 36 (2013) 131). The investigation consisted in the design, implementation and evaluation of a didactic sequence specially elaborated to conceptualize the basic aspects of SR. The proposal is composed by eight situations, complemented with a set of exercises. It was carried out in two classrooms with students of the last year of secondary level (17 years old, N = 43). The conceptualization was analyzed in a classroom context, where the selected situations are essential to promote the emergence of the relevant concepts.

  6. Teaching the basic concepts of the Special Relativity in the secondary school in the framework of the Theory of Conceptual Fields of Vergnaud

    Science.gov (United States)

    Rita Otero, Marıa; Arlego, Marcelo; Prodanoff, Fabiana

    2016-05-01

    In this work, we investigate the conceptualization of the basic aspects of Special Relativity (SR) at secondary school level. We have conducted our research along the lines of the Theory of Conceptual Fields (TCF) proposed by Vergnaud (Vergnaud G., Infancia y Aprendizaje, 36 (2013) 131). The investigation consisted in the design, implementation and evaluation of a didactic sequence specially elaborated to conceptualize the basic aspects of SR. The proposal is composed by eight situations, complemented with a set of exercises. It was carried out in two classrooms with students of the last year of secondary level (17years old, N = 43 . The conceptualization was analyzed in a classroom context, where the selected situations are essential to promote the emergence of the relevant concepts.

  7. Reinventing Schools Research Project: Collaborative Research Project on the Merger of General and Special Education School Reforms. Final Report--Executive Summary.

    Science.gov (United States)

    Ferguson, Dianne L.; Meyer, Gwen; Dalmau, Mary; Droege, Cleo; Ferguson, Philip M.; Gudjonsdottir, Hafdis; Katul, Nadia; Lester, Jackie; Moore, Caroline; Oxley, Diana; Ralph, Ginevra; Rivers, Eileen

    This final report describes the activities of the Reinventing Schools Research Project, a project that investigated how the inclusion of students with severe and other disabilities merges with larger efforts of educators, administrators, and parents to restructure and reform schools and how to influence the direction of that merger. The project…

  8. Smart density: A more accurate method of measuring rural residential density for health-related research.

    Science.gov (United States)

    Owens, Peter M; Titus-Ernstoff, Linda; Gibson, Lucinda; Beach, Michael L; Beauregard, Sandy; Dalton, Madeline A

    2010-02-12

    Studies involving the built environment have typically relied on US Census data to measure residential density. However, census geographic units are often unsuited to health-related research, especially in rural areas where development is clustered and discontinuous. We evaluated the accuracy of both standard census methods and alternative GIS-based methods to measure rural density. We compared residential density (units/acre) in 335 Vermont school neighborhoods using conventional census geographic units (tract, block group and block) with two GIS buffer measures: a 1-kilometer (km) circle around the school and a 1-km circle intersected with a 100-meter (m) road-network buffer. The accuracy of each method was validated against the actual residential density for each neighborhood based on the Vermont e911 database, which provides an exact geo-location for all residential structures in the state. Standard census measures underestimate residential density in rural areas. In addition, the degree of error is inconsistent so even the relative rank of neighborhood densities varies across census measures. Census measures explain only 61% to 66% of the variation in actual residential density. In contrast, GIS buffer measures explain approximately 90% of the variation. Combining a 1-km circle with a road-network buffer provides the closest approximation of actual residential density. Residential density based on census units can mask clusters of development in rural areas and distort associations between residential density and health-related behaviors and outcomes. GIS-defined buffers, including a 1-km circle and a road-network buffer, can be used in conjunction with census data to obtain a more accurate measure of residential density.

  9. Smart density: a more accurate method of measuring rural residential density for health-related research

    Directory of Open Access Journals (Sweden)

    Gibson Lucinda

    2010-02-01

    Full Text Available Abstract Background Studies involving the built environment have typically relied on US Census data to measure residential density. However, census geographic units are often unsuited to health-related research, especially in rural areas where development is clustered and discontinuous. Objective We evaluated the accuracy of both standard census methods and alternative GIS-based methods to measure rural density. Methods We compared residential density (units/acre in 335 Vermont school neighborhoods using conventional census geographic units (tract, block group and block with two GIS buffer measures: a 1-kilometer (km circle around the school and a 1-km circle intersected with a 100-meter (m road-network buffer. The accuracy of each method was validated against the actual residential density for each neighborhood based on the Vermont e911 database, which provides an exact geo-location for all residential structures in the state. Results Standard census measures underestimate residential density in rural areas. In addition, the degree of error is inconsistent so even the relative rank of neighborhood densities varies across census measures. Census measures explain only 61% to 66% of the variation in actual residential density. In contrast, GIS buffer measures explain approximately 90% of the variation. Combining a 1-km circle with a road-network buffer provides the closest approximation of actual residential density. Conclusion Residential density based on census units can mask clusters of development in rural areas and distort associations between residential density and health-related behaviors and outcomes. GIS-defined buffers, including a 1-km circle and a road-network buffer, can be used in conjunction with census data to obtain a more accurate measure of residential density.

  10. ANALYSIS OF THE COMPETENCE GAP AMONG VOCATIONAL SCHOOL GRADUATES IN THE AREA OF SMART SPECIALIZATION IN POLAND

    Directory of Open Access Journals (Sweden)

    Renata Oczkowska

    2017-12-01

    Full Text Available The main goal of the paper is to determine whether there is a gap between the demand for competences of graduates of vocational schools and their supply. The article is composed with several sections. The subsequent parts of the paper contain the essence of competences and the competence gap, general description of the research, assessment of the importance of professional competences in the context of employability of graduates of vocational schools and also assessment of the preparation of graduates of vocational schools in the ?wi?tokrzyskie Voivodeship to start work in their profession. Conclusions and references are placed in the final part of the article.

  11. Personal protective equipment use among students with special health care needs reporting injuries in school-sponsored vocational, career, and technical education programs in New Jersey.

    Science.gov (United States)

    Rubenstein, Eric; Shendell, Derek; Eggert, Brain C; Marcella, Stephen W

    2014-01-01

    Students with special health care needs (SHCNs) and individualized education plans (IEPs) may be injured more often in vocational, career, and technical education (CTE) programs. No research to date considers personal protective equipment (PPE) use among students with SHCNs in school-based programs reporting injuries to agencies. Data from 1999 to 2011 on PPE use among injured students in CTE programs in public schools and private secondary schools for the disabled were analyzed; students with SHCNs were distinguished by IEP status within New Jersey Safe Schools surveilance data. Among students with IEPs using PPE, 36% of injuries occurred to body parts PPE was meant to protect. Likely injury types were cuts-lacerations and burns for students with IEPs using PPE and cuts-lacerations and sprains for students with IEPs not using PPE. Females with IEPs using PPE were injured less often than males across ages. Results suggested students with SHCNs with IEPs need further job-related training with increased emphasis on properly selecting and fitting PPE.

  12. Residential Solar Power and the Physics Teacher

    Science.gov (United States)

    Carpenter, David

    2007-10-01

    The roof of my house sports one of the largest residential photovoltaic arrays in Ohio. It produces all of the electricity for my house and family of four. With state and federal incentives, it cost less to install than the price of a new car. It will pay for itself within the warrantee period. A picture of my house with solar panels is the background on my classroom computer. I am the physics teacher at Hayes High School in Delaware, Ohio. I don't need a formal curriculum. Sooner or later my students start asking questions. They even ask the exact same questions that adults do. The inverter for my PV system sends performance data to my computer. I post this on my website, which takes it into my classroom. This sparks conversation on a whole variety of topics, from sun angles to energy, electricity, technology and climate studies.

  13. Analyzing the Anxiety States of Canditates Applying f or Special Talent Examination in the School of Physical Education and Sports in Terms of Several Variables

    Directory of Open Access Journals (Sweden)

    Yeşim SONGÜN

    2015-08-01

    Full Text Available In this study, anxiety states of candidates who were going to attend special talent examination in the School of Physical Education and Sports were analyzed in terms of various variables such as age, gender, residence and socio - economic level of the family , parents’ educational levels and professions, active sports status, the number of exams taken, and applied training methods. Within the scope of this study, 244 candidates who applied for the special talent examination held by the School of Physical Educa tion and Sports in Gümüşhane University in 2014 - 2015 academic year volunteered to participate. Regarding the data collection tool, a personal information form and State - Trait Anxiety Scale developed by Spielberger et. al were used. For the analysis of gath ered data, for paramedic variables, t test and test of One Way Anova were applied. For non paramedic variables, Kruskal Wallis test was applied. In order to determine the source of difference between the means Post Hoc Tukey test was applied. All the analy ses during the research process were carried out by SPSS 20.00 package program. As a result, it was found out that the only significant diff erence between the anxiety scores and the stated variables was in terms of candidates’ mothers’ occupation variable (F 239 = 2,507, p<.05 whereas no other significant difference was determined concerning other variables.

  14. The School Staff's Perception of Their Ability to Teach Special Educational Needs Pupils in Inclusive Settings in Finland

    Science.gov (United States)

    Paju, Birgit; Räty, Lauri; Pirttimaa, Raija; Kontu, Elina

    2016-01-01

    Recent studies have suggested that the professional training received by general educators does not adequately prepare them to properly implement inclusion-based practices. The idea of inclusion in practice has not significantly changed the situation of teaching pupils with special educational needs (SENs) in mainstream classes. This study's…

  15. Developing Positive School-Home Relationships through Structured Conversations with Parents of Learners with Special Educational Needs and Disabilities (SEND)

    Science.gov (United States)

    Lendrum, Ann; Barlow, Alexandra; Humphrey, Neil

    2015-01-01

    Parents play a crucial role in their children's education, and their active involvement can lead to better outcomes. However, evidence suggests that parental engagement and confidence among perhaps the most vulnerable group of learners--those with special educational needs and disabilities (SEND)--may be lower than for those without difficulties.…

  16. An Evaluation of the Special Educational Project for Migrant Children in Dade County Public Schools, Miami, Florida.

    Science.gov (United States)

    Special Educational Project for Migrant Children, Naranja, FL.

    Evaluated are the various features of a project for the education of migrant children in a rural section of Florida. The objectives of the program were to ascertain the special educational needs of this population and to develop programs to meet their needs; to offer necessary supplemental and remedial activities and social and educational…

  17. Assessment Practices of Multi-Disciplinary School Team Members in Determining Special Education Services for English Language Learners

    Science.gov (United States)

    Sadowski, Garrett; O'Neill, Rob; Bermingham, Doug

    2014-01-01

    Multidisciplinary team members were surveyed to identify the frequency with which they use recommended assessment practices, how they interpret assessment information, and their confidence working with English Language Learners (ELLs) for the purpose of determining possible eligibility to receive special education services. Results of this study…

  18. Teachers on Perceived Traits and Academic Achievements of Regular Pupils and Pupils with Special Needs in Mainstream Primary Schools

    Science.gov (United States)

    Lesar, Irena; Cuk, Ivan; Pecek, Mojca

    2014-01-01

    When looking for answers to the question of academic (non)achievement of regular pupils and pupils with special needs, it is necessary to take into account the extraordinary complexity of factors, ranging from psychological across instructional to home environment variables. The academic achievement is not only a reflection of the pupil's…

  19. Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life

    Science.gov (United States)

    Armstrong, Thomas

    2012-01-01

    By looking at the positive strengths of your students with special needs, you can help those students flourish, ensure their success, and align their instruction to Common Core State Standards. One of our most popular authors, Thomas Armstrong, shows you the steps you need to take to establish a more favorable, productive learning environment for…

  20. Evaluating Social Participation of Pupils with Special Needs in Regular Primary Schools Examination of a Teacher Questionnaire

    NARCIS (Netherlands)

    Koster, Marloes; Timmerman, Marieke E.; Nakken, Han; Pijl, Sip Jan; van Houten, Els J.

    2009-01-01

    The study addresses the psychometric qualities of a new teacher questionnaire, the Social Participation Questionnaire (SPQ), to assess the social participation of pupils with special needs in regular primary education. The SPQ initially consisted of 34 statements related to four key themes of social

  1. Performance-based potential for residential energy efficiency

    Energy Technology Data Exchange (ETDEWEB)

    Performance-based potential for residential energy efficiency

    2013-01-15

    Energy performance contracts (EPCs) have proven an effective mechanism for increasing energy efficiency in nearly all sectors of the economy since their introduction nearly 30 years ago. In the modern form, activities undertaken as part of an EPC are scoped and implemented by experts with specialized technical knowledge, financed by commercial lenders, and enable a facility owner to limit risk and investment of time and resources while receiving the rewards of improved energy performance. This report provides a review of the experiences of the US with EPCs and discusses the possibilities for the residential sector to utilize EPCs. Notably absent from the EPC market is the residential segment. Historically, research has shown that the residential sector varies in several key ways from markets segments where EPCs have proven successful, including: high degree of heterogeneity of energy use characteristics among and within households, comparatively small quantity of energy consumed per residence, limited access to information about energy consumption and savings potential, and market inefficiencies that constrain the value of efficiency measures. However, the combination of recent technological advances in automated metering infrastructure, flexible financing options, and the expansion of competitive wholesale electricity markets to include energy efficiency as a biddable supply-side resource present an opportunity for EPC-like efforts to successfully engage the residential sector, albeit following a different model than has been used in EPCs traditionally.(Author)

  2. Executive functions and behavioral problems in deaf and hard-of-hearing students at general and special schools.

    Science.gov (United States)

    Hintermair, Manfred

    2013-01-01

    In this study, behavioral problems of deaf and hard-of-hearing (D/HH) school-aged children are discussed in the context of executive functioning and communicative competence. Teachers assessed the executive functions of a sample of 214 D/HH students from general schools and schools for the deaf, using a German version of the Behavior Rating Inventory of Executive Functions (BRIEF-D). This was complemented by a questionnaire that measured communicative competence and behavioral problems (German version of the Strengths and Difficulties Questionnaire; SDQ-D). The results in nearly all the scales show a significantly higher problem rate for executive functions in the group of D/HH students compared with a normative sample of hearing children. In the D/HH group, students at general schools had better scores on most scales than students at schools for the deaf. Regression analysis reveals the importance of executive functions and communicative competence for behavioral problems. The relevance of the findings for pedagogical work is discussed. A specific focus on competencies such as self-efficacy or self-control in educational concepts for D/HH students seems to be necessary in addition to extending language competencies.

  3. A MOVIGENIC CURRICULUM, AN EXPERIMENTAL APPROACH TO CHILDREN WITH SPECIAL LEARNING DISABILITIES CONDUCTED AT THE LONGFELLOW SCHOOL, MADISON, WISCONSIN, DURING THE 1964-65 SCHOOL YEAR.

    Science.gov (United States)

    BARSCH, RAY H.

    A PHYSIOLOGICAL APPROACH TO THE EDUCATION OF CHILDREN WITH SPECIAL LEARNING DIFFICULTIES WAS THE BASIS OF AN EXPERIMENTAL CURRICULUM. THE LEARNER WAS SEEN AS A SPACIALLY ORIENTED BEING WITH A PHYSIOLOGICAL MAKEUP DESIGNED TO TRAVEL THROUGH "EDUCATIONAL SPACE," PROCESSING INFORMATION TO HIS PROGRESSIVE ADVANTAGE. EIGHT CONSTRUCTS SERVED…

  4. Main challenges of residential areas

    Directory of Open Access Journals (Sweden)

    Oana Luca

    2017-06-01

    Full Text Available The present article is a position paper aiming to initiate a professional debate related to the aspects related to the urban dysfunctions leading to the wear of the residential areas. The paper proposes a definition of the wear process, identify the main causes leading to its occurrence and propose a number of solutions to neutralise the dysfunctions. The three wearing phases of residential areas components are emphasized, exploring their lifecycle. In order to perform the study of urban wear, the status of the residential areas components can be established and monitored, and also the variables of the function that can mathematically model the specific wear process may be considered. The paper is considered a first step for the model adjustment, to be tested and validated in the following steps. Based on the mathematical method and model, there can be created, in a potential future research, the possibility of determining the precarity degree for residential areas/neighbourhoods and cities, by minimising the subjective component of the analyses preceding the decision for renovation or regeneration.

  5. Trends of Sustainable Residential Architecture

    OpenAIRE

    Narvydas, A

    2014-01-01

    The article is based on Master’s research conducted during Scottish Housing Expo 2010. The aim of the research was to determine the prevailing trends in sustainable residential architecture. Each trend can be described by features detected during visual and technical observation of project data. Based on that architects may predict possible problems related to a specific trend.

  6. Technical Problems of Residential Construction

    Science.gov (United States)

    Nowogońska, Beata; Cibis, Jerzy

    2017-10-01

    Beauty, utility, durability - these are the features of good architecture and should also be the distinguishing qualities of every residential building. But do beauty and utility remain along with the passing of time? Performance characteristics are an indicator of both, the technical as well as aesthetic state of buildings. Aesthetic needs are in disagreement with the merciless aging process. The beauty of a city is formed not only by the original forms of new residential buildings, but also by existing tenement housing; thus preserving their aesthetics becomes a necessity. Time is continuously passing and along with it, aging intensifies. The aging process is a natural phenomenon for every material. The life expectancy of building materials is also limited. Along with the passing of time, the technical state of residential buildings continuously deteriorates. With the passing of time, the aesthetic values and preferences of users of flats change and the usability of the building decreases. The permanence of buildings, including residential buildings, is shaped not only by the forces of nature but also by activities of humans. A long lifespan is ensured by carrying out ongoing, systematic renovation-repair works. It is thanks to them that buildings derived from past centuries are still being used, and their market attractiveness is not decreasing.

  7. Congestion and residential moving behaviour

    DEFF Research Database (Denmark)

    Larsen, Morten Marott; Pilegaard, Ninette; Van Ommeren, Jos

    2008-01-01

    we study how congestion and residential moving behaviour are interrelated, using a two-region job search model. Workers choose between interregional commuting and residential moving, in order to live closer to their place of work. This choice affects the external costs of commuting, due to conges......we study how congestion and residential moving behaviour are interrelated, using a two-region job search model. Workers choose between interregional commuting and residential moving, in order to live closer to their place of work. This choice affects the external costs of commuting, due...... to congestion. We focus on the equilibrium in which some workers currently living in one region accept jobs in the other, with a fraction of them choosing to commute from their current residence to the new job in the other region and the remainder choosing to move to the region in which the new job is located....... The welfare-maximising road tax is derived, which is essentially the Pigouvian tax, given the absence of a tax on moving. Given the presence of moving taxes, which are substantial in Europe, the optimal road tax for commuters is the Pigouvian tax plus the amortised value of the moving tax, evaluated...

  8. Convergence of Residential Gateway Technology

    NARCIS (Netherlands)

    Hartog, F.T.H. den; Balm, M.; Jong, C.M. de; Kwaaitaal, J.J.B.

    2004-01-01

    A new OSI-based model is described that can be used for the classification of residential gateways. It is applied to analyze current gateway solutions and draw evolutionary paths for the medium to long term. From this it is concluded that particularly set-top boxes and broadband modems, as opposed

  9. Urban Middle School Instructional Special Education: Tenured versus Non-Tenured Teachers and the Impact on Academic Achievement

    Science.gov (United States)

    Wilson, Sheryl Marie

    2010-01-01

    The Iowa Test of Basic Skills (ITBS) is used in the Cahokia Unit School District No. 187 to give insight on student academic skill level in terms of years and months. Teacher strategies and expertise in the area of education are an integral part of the educational process. Tenure status, or the years of teaching experience, is plagued with the…

  10. Dyslexic learners’ experiences with their peers and teachers in special and mainstream primary schools in North-West Province

    Directory of Open Access Journals (Sweden)

    Monicca Leseyane

    2018-03-01

    Conclusion: The article spells out the barriers experienced by dyslexic learners in public schools and also recommends training of teachers so that they know how to deal with dyslexic learners, thereby eliminating the barriers. The study further recommended awareness campaigns among the student body about dyslexia.

  11. An Examination of Attendance, Sports or Club Involvement, Special Education Involvement, and Ethnicity as Predictors of High School Graduation

    Science.gov (United States)

    Warren, Matthew G.

    2010-01-01

    Many students do not graduate from high school, which could lead to poorer quality of life, lower paying jobs, and increased crime. Previous researchers have indicated that Hispanic and African American students graduate at a significantly lower rate than White students. However, there remains an important gap in the current literature regarding…

  12. The Effects of a Technology-Aided Learning Environment on the Improvement of a Primary Special Education School

    Science.gov (United States)

    Karal, Hasan

    2015-01-01

    The changes demanded by technology are reshaping people's expectations of education. These changing demands and expectations have introduced certain concepts, such as individuals who have become skilled at learning and the learning organization. Individuals and schools, as the most basic unit of educational organizations, should demonstrate a…

  13. An Exploratory Study of Reading in Urban and Suburban Middle Schools: Implications for At-Risk and Special Education Learners

    Science.gov (United States)

    Mariage, Troy; Burgener, Joyce; Wolbers, Kim; Shankland, Rebecca; Wasburn-Moses, Leah; Dimling, Lisa; Kosobud, Kathleen; Peters, Susan

    2009-01-01

    Fifty years after "Brown v. Board of Education", school achievement remains segregated by both race and class. Despite an emphasis on reading achievement as required by No Child Left Behind, many students have serious literacy needs, even into the middle and upper grades. The purpose of this study was to ascertain ways in which middle…

  14. 29 CFR 825.602 - Special rules for school employees, limitations on leave near the end of an academic term.

    Science.gov (United States)

    2010-07-01

    ... near the end of an academic term. 825.602 Section 825.602 Labor Regulations Relating to Labor... on leave near the end of an academic term. (a) There are also different rules for instructional... days. (b) For purposes of these provisions, “academic term” means the school semester, which typically...

  15. School Inclusion Policy and Curricular Practices: Teaching Strategies for the Conceptual Preparation of the Target Public of Special Education

    Science.gov (United States)

    Hostins, Regina Célia Linhares; Jordão, Suelen Garay Figueiredo

    2015-01-01

    In Brazil the inclusive education policy and curriculum practices aimed at disabled students have been the subject of research and debate. These students, despite having guaranteed access to regular education, find their schooling processes restricted due to lack of knowledge of their learning characteristics. In both regular classes and…

  16. Bridging Cultures between Home and School: A Guide for Teachers--With a Special Focus on Immigrant Latino Families.

    Science.gov (United States)

    Trumbull, Elise; Rothstein-Fisch, Carrie; Greenfield, Patricia M.; Quiroz, Blanca

    This book focuses on how to meet the challenges of education in a pluralistic society, presenting the Bridging Cultures framework, which is designed for understanding differences and conflicts that arise in situations where school culture is more individualistic than the home value system. Six sections examine: (1) "The Bridging Cultures…

  17. Concepts and Skills in High School Calculus: An Examination of a Special Case in Japan and the United States

    Science.gov (United States)

    Judson, Thomas W.; Nishimori, Toshiyuki

    2005-01-01

    In this study we investigated above-average high school calculus students from Japan and the United States in order to determine any differences in their conceptual understanding of calculus and their ability to use algebra to solve traditional calculus problems. We examined and interviewed 18 Calculus BC students in the United States and 26…

  18. Schools and communities in Hungary

    Science.gov (United States)

    Hunyady, Susan

    1980-09-01

    The democratic reform of public education in Hungary after the Second World War brought about a system which now includes Day-Care from the ages of 4-6 and compulsory Elementary School education up to the age of 16. A high proportion of students go on to Secondary education in vocational schools, special schools or grammar shools. The system is supplemented by career-counselling and provision for children with difficult home-backgrounds and for the mentally-retarded. District Councils are responsible for the schools in their areas and for the zoning that determines which schools children should attend. The environment of a school has a strong influence not only upon the standard of its facilities and the quality of its staff but also upon the function it is expected to fulfil in the community. Achievement is directly related to the degree of urbanization, but the increasing participation of farming-co-operatives in education in rural areas promises well for the development of better facilities and mutual understanding there. Housing estates in high-density residential areas make special demands which are being met in different ways. The role of the school in general is being expanded to include children's leisure time activities; at the same time factories are making a significant contribution locally through vocational guidance, financial help, and training-for-work programmes. Councils are implementing the requirements of public education resolutions to integrate school education into the whole scheme of public education, co-ordinating the activities of all social and cultural institutions, and developing new multi-functional complexes, to give a more effective and efficient service to the whole community.

  19. School Breakfast Score Card.

    Science.gov (United States)

    Food Research and Action Center, Washington, DC.

    The School Breakfast Program supplies federal funds to schools and residential child care institutions who provide breakfasts to children. This status report compares the performances of states to each other and to the nation as a whole in school breakfast participation. States are grouped in categories of the 10 top- and bottom-ranked…

  20. The School Breakfast Program

    Science.gov (United States)

    US Department of Agriculture, 2009

    2009-01-01

    The School Breakfast Program is a federally assisted meal program operating in public and nonprofit private schools and residential child care institutions. It began as a pilot project in 1966, and was made permanent in 1975. The School Breakfast Program is administered at the Federal level by the Food and Nutrition Service. At the State level,…

  1. Does Black Socioeconomic Mobility Explain Recent Progress Toward Black-White Residential Integration?

    Science.gov (United States)

    Wagmiller, Robert L; Gage-Bouchard, Elizabeth; Karraker, Amelia

    2017-08-01

    Studies of racial residential segregation have found that black-white segregation in U.S. metropolitan areas has declined slowly but steadily since the early 1970s. As of this writing, black-white residential segregation in the United States is approximately 25 % lower than it was in 1970. To identify the sources of this decline, we used individual-level, geocoded data from the Panel Study of Income Dynamics (PSID) to compare the residential attainment of different cohorts of blacks. We analyzed these data using Blinder-Oaxaca regression decomposition techniques that partition the decline in residential segregation among cohorts into the decline resulting from (1) changes in the social and economic characteristics of blacks and (2) changes in the association between blacks' social and economic characteristics and the level of residential segregation they experience. Our findings show that black cohorts entering adulthood prior to the civil rights movement of the 1960s experienced consistently high levels of residential segregation at middle age, but that cohorts transitioning to adulthood during and after this period of racial progress experienced significantly lower levels of residential segregation. We find that the decline in black-white residential segregation for these later cohorts reflects both their greater social and economic attainment and a strengthening of the association between socioeconomic characteristics and residential segregation. Educational gains for the post-civil rights era cohorts and improved access to integrated neighborhoods for high school graduates and college attendees in these later cohorts were the principal source of improved residential integration over this period.

  2. Reinventing Schools Research Project: Collaborative Research Project on the Merger of General and Special Education School Reforms. Final Report--Executive Summary (Long Version).

    Science.gov (United States)

    Ferguson, Dianne L.; Meyer, Gwen; Dalmau, Mary; Droege, Cleo; Ferguson, Philip M.; Gudjonsdottir, Hafdis; Katul, Nadia; Lester, Jackie; Moore, Caroline; Oxley, Diana; Ralph, Ginevra; Rivers, Eileen

    This final report describes the activities and outcomes of a federally-funded project that investigated how the inclusion of students with severe and other disabilities merges with larger efforts of educators, administrators, and parents to restructure and reform schools, and how to influence the directions of that merger. The project explored how…

  3. Are the special educational needs of children in their first year in primary school in Ireland being identified: a cross-sectional study.

    Science.gov (United States)

    Curtin, Margaret; Baker, Denise; Staines, Anthony; Perry, Ivan J

    2014-02-19

    If the window of opportunity presented by the early years is missed, it becomes increasingly difficult to create a successful life-course. A biopsychosocial model of special educational need with an emphasis on participation and functioning moves the frame of reference from the clinic to the school and the focus from specific conditions to creating supportive environments cognisant of the needs of all children. However, evidence suggests that an emphasis on diagnosed conditions persists and that the needs of children who do not meet these criteria are not identified.The Early Development Instrument (EDI) is a well-validated, teacher-completed population-level measure of five domains of child development. It is uniquely placed, at the interface between health and education, to explore the developmental status of children with additional challenges within a typically developing population. The aim of this study was to examine the extent to which the special educational needs of children in their first year of formal education have been identified. This cross-sectional study was conducted in Ireland in 2011. EDI (teacher completed) scores were calculated for 1344 children. Data were also collected on special needs and on children identified by the teacher as needing assessment. Mean developmental scores were compared using one-way ANOVA. Eighty-three children in the sample population (6.2%) had identified special educational needs. A further 132 children were judged by the teacher as needing assessment. Children with special needs had lower mean scores than typically developing children, in all five developmental domains. Children considered by the teacher as needing assessment also had lower scores, which were not significantly different from those of children with special needs. Speech, emotional or behavioural difficulties were the most commonly reported problems among children needing further assessment. There was also a social gradient among this group. A small

  4. Education rights and the special needs child.

    Science.gov (United States)

    Dalton, Margaret A

    2002-10-01

    A child with a disability has a federally protected right to special education and related services when he or she needs them to benefit from education. The term "disability" is not limited to physical disability but rather includes mental disability, including mental retardation, serious emotional disturbance, autism, traumatic brain injury, specific learning disabilities, and other health impairments. A parent may request that a child be evaluated by the school district for special education and related services. The law sets forth specific guidelines for the evaluation, assessment, and eligibility determination. Unique to each child, the IEP is the written plan that documents the child's special education and related services. The initial IEP is developed at a meeting among parents, various school personnel, and others whom the parents may wish to invite. Parents are an integral part of the team and are involved in all decisions by the team. The IEP must be reviewed annually, with attention given to whether educational objectives have been met. For a child with mental health issues, the IEP likely contains "related services," such as counseling, and measurable goals to improve behaviors in the school setting. When a child's condition is such that he or she cannot benefit from education in the regular school setting, other placements are considered. The school district maintains the ultimate responsibility of the cost of all such education placements, including residential care. A child with behaviors that result in frequent suspensions should have a functional analysis assessment by the school psychologist. The results of the assessment can be used to create a behavioral intervention plan. (If the school refuses to perform an assessment or develop a plan, the usual remedy of a due process hearing is available to the parents.) This plan should address problem behaviors and include strategies for redirecting the child's behavior. Even if a special education child

  5. LA REFORMA FALLIDA DE LOS CENTROS DE ATENCIÓN MÚLTIPLE EN MÉXICO (MEXICAN FAILED REFORM TO SPECIAL EDUCATION SCHOOLS

    Directory of Open Access Journals (Sweden)

    García Cedillo Ismael

    2009-08-01

    inclusive education affected the whole special education system. One of the intended purposes was the reorganization of special education schools so that they would only serve students with severe disabilities whom regular schools would be unable to serve, and also to facilitate the integration of students to regula r schools. This paper reports on a qualitative study in four CAMs in an urban area in central Mexico. Four principals, twelve specialists, eleven special education teachers and twelve parents were interviewed. Results show that these four CAMs have followed different trajectories in their reorganization process. Two of them made structural changes to incorporate new policy guidelines, the other two are still working as the old special education schools with few superficial changes. In general, principals, teachers and specialists tend to have negative opinions regarding the changes derived from the reform and to question the technical support they received. Overall, this seems to have been a failed reform.

  6. Oral Health Status and Dental Treatment Needs of 5-12-year-old Children with Disabilities Attending Special Schools in Western Maharashtra, India.

    Science.gov (United States)

    Shivakumar, K M; Patil, Snehal; Kadashetti, Vidya; Raje, Vaishali

    2018-01-01

    The individuals suffering from various disabilities form a considerable proportion of the community. The psychological reactions associated with a deformity can be devastating to the disabled, parents, caregivers, and family which often lead to attitudes of hopelessness in the lives of these disabled individuals. To assess the oral health status and treatment needs among 5-12-year-old children attending special school in Western Maharashtra, India. A descriptive cross-sectional study was conducted among 5-12-year-old children attending specials school in Western Maharashtra, India. The study group consisted of 100 children (62 males and 38 females). The oral health status was assessed by using decayed, missing, and filled teeth (DMFT) index, Community Periodontal Index, Dentition status and treatment needs. Information on disability status, intelligent quotient, and systemic diseases were recorded. The mean age of the study population was 9.35 ± 2.92 years. There were 62 (62%) males and 38 (38%) females in the study population. Among the total children examined, 50% of the children were suffering from mental retardation (MR), followed by MR with cerebral palsy (20%). The overall mean decayed and filled teeth and DMFT scores were 3.53 ± 1.02 and 3.89 ± 1.30, respectively, and decayed component had the highest score in both the groups. A statistically significant difference has been observed among the gender ( P < 0.001). There is a high proportion of dental treatment needs required for these children which reflect the barriers to access and utilize oral health care among these children. As dentist, we should emphasize on health education, periodic recall, and monitoring among these individuals.

  7. Fonoaudiologia e pedagogia especial em um sistema escolar inclusivo na Alemanha Speech therapy and special education in inclusive school system in Germany

    Directory of Open Access Journals (Sweden)

    Jörg Mussmann

    2012-09-01

    Full Text Available A pedagogia tradicional e a terapia tradicional para os distúrbios da fala e linguagem (Sprachheilpädagogik na Alemanha, áreas de ensino especializado das ciências da educação, têm sido requisitadas a definir recursos educacionais justificáveis para um sistema escolar inclusivo e reestruturado. Este trabalho pretende refletir sobre as vantagens da pedagogia inclusiva na Alemanha, fornecendo dados comparativos entre a pedagogia tradicional, separatista e a inclusiva. Recursos institucionais e didáticos bem desenvolvidos têm mostrado, entretanto, perspectivas úteis em um sistema inclusivo, quando o princípio de subsidiaridade é seguido. A história e a evolução da área desta pedagogia especial poderiam fornecer informações acerca dos limites e possibilidades da educação inclusiva, principalmente para alunos com distúrbios da linguagem. Os resultados apontam para o fato de que em diferentes níveis e pontos de transição, pode-se trabalhar diretamente com o suporte à criança ou indiretamente com consultoria ou formação contínua da equipe pedagógica docente para a criança.The traditional Sprachheilpädagogik, the speech and language pedagogy and therapy in educational contexts in Germany, is currently being challenged to define as a specialized educational domain of education and educational science their resources with a justifiable educational theory for the inclusive restructuring of the school system. However, well-developed educational and institutional resources show useful perspectives in an inclusive system if the principle of subsidiarity is followed. A network-based organization would be one way. The restructuring of the special schools for pupils with speech and language disabilities would be another way.

  8. "Local Schools for Local Children" and the Role of Residence in Segregation. Measuring Markets: The Case of the ERA 1988. Occasional Paper.

    Science.gov (United States)

    Taylor, Chris; Gorard, Stephen

    Through a historical picture of school allocation and residential change, and a detailed comparison of residential and school-based social segregation over time, this paper examines the relationship between residential differentiation and school segregation in the United Kingdom, describing the extent to which introduction of market principles,…

  9. A comparison of hands-on inquiry instruction to lectureinstruction with special needs high school biology students

    Science.gov (United States)

    Jensen-Ruopp, Helga Spitko

    A comparison of hands-on inquiry instruction with lecture instruction was presented to 134 Patterns and Process Biology students. Students participated in seven biology lessons that were selected from Biology Survey of Living Things (1992). A pre and post paper and pencil assessment was used as the data collecting instrument. The treatment group was taught using hands-on inquiry strategies while the non-treatment group was taught in the lecture method of instruction. The team teaching model was used as the mode of presentation to the treatment group and the non-treatment group. Achievement levels using specific criterion; novice (0% to 50%), developing proficiency (51% to 69%), accomplished (70% to 84) and exceptional or mastery level (85% to 100%) were used as a guideline to tabulate the results of the pre and post assessment. Rubric tabulation was done to interpret the testing results. The raw data was plotted using percentage change in test score totals versus reading level score by gender as well as percentage change in test score totals versus auditory vocabulary score by gender. Box Whisker plot comparative descriptive of individual pre and post test scores for the treatment and non-treatment group was performed. Analysis of covariance (ANCOVA) using MINITAB Statistical Software version 14.11 was run on data of the seven lessons, as well as on gender (male results individual and combined, and female results individual and combined) results. Normal Probability Plots for total scores as well as individual test scores were performed. The results suggest that hands-on inquiry based instruction when presented to special needs students including; at-risk; English as a second language limited, English proficiency and special education inclusive students' learning may enhance individual student achievement.

  10. Residential mobility and childhood leukemia.

    Science.gov (United States)

    Amoon, A T; Oksuzyan, S; Crespi, C M; Arah, O A; Cockburn, M; Vergara, X; Kheifets, L

    2018-07-01

    Studies of environmental exposures and childhood leukemia studies do not usually account for residential mobility. Yet, in addition to being a potential risk factor, mobility can induce selection bias, confounding, or measurement error in such studies. Using data collected for California Powerline Study (CAPS), we attempt to disentangle the effect of mobility. We analyzed data from a population-based case-control study of childhood leukemia using cases who were born in California and diagnosed between 1988 and 2008 and birth certificate controls. We used stratified logistic regression, case-only analysis, and propensity-score adjustments to assess predictors of residential mobility between birth and diagnosis, and account for potential confounding due to residential mobility. Children who moved tended to be older, lived in housing other than single-family homes, had younger mothers and fewer siblings, and were of lower socioeconomic status. Odds ratios for leukemia among non-movers living mobility, including dwelling type, increased odds ratios for leukemia to 2.61 (95% CI: 1.76-3.86) for living mobility of childhood leukemia cases varied by several sociodemographic characteristics, but not by the distance to the nearest power line or calculated magnetic fields. Mobility appears to be an unlikely explanation for the associations observed between power lines exposure and childhood leukemia. Copyright © 2018 Elsevier Inc. All rights reserved.

  11. RESIDENTIAL MORTGAGE IN MODERN RUSSIA

    Directory of Open Access Journals (Sweden)

    Dementiev N. P.

    2015-03-01

    Full Text Available The article presents a comparative analysis of residential mortgages in Russia and the United States. The primary ways of mortgage refinancing are outlined. Predominance of the elements of two-level refinancing system of residential mortgage in Russia and the United States is shown. The activity of the Agency for Housing Mortgage Lending (AHML, the basic tool of the Russian government’s mortgage policy, is described in detail. In its objectives and functions the AHML is similar to the American mortgage agencies Ginnie Mae, Fannie Mae and Freddie Mac. Similarities were identified in the Russian and US residential mortgages in the pre-crisis period (high rates of mortgage growth, favourable economic conjuncture, low interest rates, large increase in house prices, speculative housing demand. During the mortgage crisis, the policies of the Russian and US governments and monetary authorities had also much in common (monetary policy easing, cheap central banks loans, extended facilities of mortgage refinancing on the part of state agencies, mortgage rescue scheme, social mortgage programs. But the scope of mortgage in Russia is enormously narrow as compared to the US mortgage. The most important reason for that - low incomes of the Russian population.

  12. Influence of physical effort in improving the life quality children with Down syndrome in special schools Nuevo Amanecer and Alba Salazar in Los Rios province, Ecuador

    Directory of Open Access Journals (Sweden)

    Juan Miguel Luperón Terry

    2016-03-01

    Full Text Available These days some difficulty is evident to conduct physical education, because physical education is still a matter within the Ecuadorian educational program that many consider secondary. Schools Nuevo Amanecer and Alba Salazar hosting children with Down Syndrome (SD do not have the figure of professional physical training, so it is responsible for non-experts to develop the profession, which is coupled with the absence of programs adapted physical education for children with DS, and insufficient attention to physical efforts within the same classes to improve their potential. To carry out this research has used a sample of twenty people with Down syndrome between 8 and 16 years a total of 32 children between the existing two schools, with a level of mild mental disabilities and representing 65,5% of the target population. This approach is intended to achieve favorable results in the physical performance of them through specialized exercises Basketball from its physical potential as is the high degree of flexibility present, improve their attitude towards the different situations of life and integrating them to it. Basketball program tailored to children to enable them to enhance their physical and intellectual abilities that will enable the improvement of the quality of life in these children is proposed.

  13. Effects of random study checks and guided notes study cards on middle school special education students' notetaking accuracy and science vocabulary quiz scores

    Science.gov (United States)

    Wood, Charles L.

    Federal legislation mandates that all students with disabilities have meaningful access to the general education curriculum and that students with and without disabilities be held equally accountable to the same academic standards (IDEIA, 2004; NCLB, 2001). Many students with disabilities, however, perform poorly in academic content courses, especially at the middle and secondary school levels. Previous research has reported increased notetaking accuracy and quiz scores over lecture content when students completed guided notes compared to taking their own notes. This study evaluated the effects of a pre-quiz review procedure and specially formatted guided notes on middle school special education students' learning of science vocabulary. This study compared the effects of three experimental conditions. (a) Own Notes (ON), (b) Own Notes+Random Study Checks (ON+RSC), and (c) Guided Notes Study Cards+Random Study Checks (GNSC+RSC) on each student's accuracy of notes, next-day quiz scores, and review quiz scores. Each session, the teacher presented 12 science vocabulary terms and definitions during a lecture and students took notes. The students were given 5 minutes to study their notes at the end of each session and were reminded to study their notes at home and in study hall period. In the ON condition students took notes on a sheet of paper with numbered lines from 1 to 12. Just before each next-day quiz in the ON+RSC condition students used write-on response cards to answer two teacher-posed questions over randomly selected vocabulary terms from the previous day's lecture. If the answer on a randomly selected student's response card was correct, that student earned a lottery ticket for inexpensive prizes and a quiz bonus point for herself and each classmate. In the GNSC+RSC condition students took notes on specially formatted guided notes that after the lecture they cut into a set of flashcards that could used for study. The students' mean notetaking accuracy was 75

  14. Program specialization

    CERN Document Server

    Marlet, Renaud

    2013-01-01

    This book presents the principles and techniques of program specialization - a general method to make programs faster (and possibly smaller) when some inputs can be known in advance. As an illustration, it describes the architecture of Tempo, an offline program specializer for C that can also specialize code at runtime, and provides figures for concrete applications in various domains. Technical details address issues related to program analysis precision, value reification, incomplete program specialization, strategies to exploit specialized program, incremental specialization, and data speci

  15. Musculoskeletal Extremity Injuries in School-aged Children with special focus on overuse injuries, seasonal variation and body composition

    DEFF Research Database (Denmark)

    Jespersen, Eva

    Ph.d. afhandlingen “Musculoskeletal Extremity Injuries in School-aged Children” er en undersøgelse af forekomsten af skader i arme og ben relateret til fysisk aktivitet. Baggrunden for studiet er, at på trods af de mange gavnlige effekter af at børn er fysisk aktive, så kan ’bivirkningen’ være...... risikoen var højest ved sportsdeltagelse i fritiden (1.57 per 1000 deltagelse i sport). Mest udtalt var risikoen i boldsports grene (især fodbold og håndbold) og til springgymnastik. Resultaterne har tilføjet en bredere indsigt i skadesbilledet i en gruppe af 6-12 årige skolebørn. De generelle fund fra...

  16. Safeguarding children and youth in residential and foster care: Supporting healthy sexual development

    DEFF Research Database (Denmark)

    Hansen, Gitte Riis; Grandal*, Niels

    In The Netherlands, Denmark and Scotland special awareness on the subject of sexual abuse and sexual exploitation was raised by national investigations on the prevalence and content of sexual abuse in residential and foster care. In Flanders (Belgium) it was the start of the so called Helpline 17...

  17. The "Pedagogy of Labour" Revisited: Residential Courses for Young Unemployed Adults in the Netherlands during the Late 1920s and the 1930s.

    Science.gov (United States)

    Hake, Barry

    1997-01-01

    The development of residential programs in the Netherlands was significantly influenced by efforts to relieve young adult unemployment in the 1920s-1930s. Residential education, provided through folk high schools, was incorporated into government strategies to respond to the economic crisis. (SK)

  18. Mixed stereotype content and attitudes toward students with special educational needs and their inclusion in regular schools in Luxembourg.

    Science.gov (United States)

    Krischler, Mireille; Pit-Ten Cate, Ineke M; Krolak-Schwerdt, Sabine

    2018-04-01

    Students with special educational needs (SEN) remain one of the most socially excluded and vulnerable groups. To this extent, negative attitudes and stereotypes may impede their inclusion. Theoretical frameworks have suggested that stereotypes and attitudes elicit differential expectations and judgments, which in turn affect (social) behaviors. In this study, we aimed to investigate the stereotypes and implicit attitudes held by a sample of Luxemburgish adults toward students with learning difficulties and challenging behavior. We also explored the adults' explicit attitudes towards inclusion. Participants (N = 103) completed an evaluative priming task and rated students on the stereotype dimensions of warmth and competence. In addition, they completed the German version of The Opinions Relative to Integration of Students with Disabilities questionnaire and provided demographic information. Results showed differential stereotype content with respect to students with learning difficulties and challenging behavior. Results further indicated that participants' implicit attitudes toward both challenging behavior and learning difficulties were negative. By contrast, participants expressed positive attitudes towards inclusion. The results of the current study contribute to the understanding of why some people accept, whereas others reject students with SEN. Understanding prevalent stereotypes and attitudes can inform the development of targeted interventions to promote and facilitate the social inclusion of students with SEN. Copyright © 2018 Elsevier Ltd. All rights reserved.

  19. 34 CFR 300.18 - Highly qualified special education teachers.

    Science.gov (United States)

    2010-07-01

    ... special education teachers. (a) Requirements for special education teachers teaching core academic subjects. For any public elementary or secondary school special education teacher teaching core academic... school or secondary school special education teacher teaching in a State, highly qualified requires that...

  20. Residential care : Dutch and Italian residents of residential care facilities compared

    NARCIS (Netherlands)

    de Heer-Wunderink, Charlotte; Caro-Nienhuis, Annemarie D.; Sytema, Sjoerd; Wiersma, Durk

    2008-01-01

    Aims - Characteristics of patients living in residential care facilities and the availability of mental hospital- and residential beds in Italy and The Netherlands were compared to assess whether differences in the process of deinstitutionalisation have influenced the composition of their

  1. 34 CFR 300.13 - Elementary school.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Elementary school. 300.13 Section 300.13 Education... DISABILITIES General Definitions Used in This Part § 300.13 Elementary school. Elementary school means a nonprofit institutional day or residential school, including a public elementary charter school, that...

  2. 34 CFR 300.36 - Secondary school.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Secondary school. 300.36 Section 300.36 Education... DISABILITIES General Definitions Used in This Part § 300.36 Secondary school. Secondary school means a nonprofit institutional day or residential school, including a public secondary charter school that provides...

  3. Educational, developmental and psychological outcomes of resettled refugee children in Western Australia: a review of School of Special Educational Needs: Medical and Mental Health input.

    Science.gov (United States)

    Mace, Ariel Olivia; Mulheron, Shani; Jones, Caleb; Cherian, Sarah

    2014-12-01

    There are limited data regarding the educational backgrounds and associated psychological and developmental outcomes of refugee children resettling in Western Australia (WA). The WA paediatric Refugee Health Service (RHS) revised its first consult questionnaire (August 2011) to increase educational and psychosocial documentation, concurrent with engagement of a School of Special Educational Needs: Medical and Mental Health (SSEN: MMH) liaison teacher. This study aims to utilise these data to increase understanding of this cohort's educational, developmental and psychological needs and to describe SSEN: MMH's role within the RHS. Retrospective audit and analyses were performed on all initial standardised questionnaires for school-aged refugee children (4-18 years) and SSEN: MMH referrals between August 2011 and December 2012. Demographic data from 332 refugees are described (mean age 9.58 ± standard deviation 3.43 years). Detailed educational information was available for 205 children. Prior education was limited (median 2 years), 64.9% experienced likely schooling interruption and 55.8% received education in their primary language. Language development concerns were significantly associated with previous education in a second language (odds ratio (OR) 4.55, P < 0.05). Other severe developmental and schooling issues were uncommon at presentation, with few correlations to prior education. In contrast, several migration factors, including family separation and mandatory detention, were significantly associated with psychological comorbidities such as post-traumatic stress disorder (OR 5.60, P < 0.001 and OR 14.57, P < 0.001, respectively). SSEN: MMH reviewed 59 complex cases. Referral was significantly associated with multiple educational, developmental and psychological concerns. Refugee children have varied migration, trauma and educational backgrounds, impacting on health and psychological outcomes. In-depth multidisciplinary history including prior education and

  4. Investigate and Comparsion Self-Esteem and Happiness Among Residential and Non-Residential Old People

    Directory of Open Access Journals (Sweden)

    Zakieh Nasiri

    2012-07-01

    Full Text Available Objectives: The main aim of this study was to investigate and to compare elderly happiness and self-esteem among residential and non-residential. Methods & Materials: This research was designed as descriptive. Two groups were selected in convenience method. Member of residential elderly (416 elderly were chosen based on Morgan Table. Hundred-twenty elderly, 60 residential (30 men and 30 women and 60 non-residential (30 men and 30 women were chosen for study. Data used the three questionnaires, like Demographic questionnaires, Oxford Happiness Inventory and Self-esteem Scale’s Rozenberg. Data were gathered and analyzed with Pearson test, t-student test. Results: The results were indicated that a significant relationship between happiness and self-esteem, among residential and non- residential old people. The findings showed significant difference in happiness, self-esteem among residential and home participants in both groups (P<0.01. Conclusion: The results were showed that a significant relationship between social support and self-esteem, among residential and non-residential old people. Also, the results were indicated that significant difference between social support. In general, residential participants had lower social support and self-esteem than non-residential participants.

  5. 25 CFR 39.801 - What is the formula to determine the amount necessary to sustain a school's academic or...

    Science.gov (United States)

    2010-04-01

    ... sustain a school's academic or residential program? 39.801 Section 39.801 Indians BUREAU OF INDIAN AFFAIRS... To Sustain an Academic or Residential Program § 39.801 What is the formula to determine the amount necessary to sustain a school's academic or residential program? (a) The Secretary's formula to determine...

  6. Special Education in Mexico: One Community's Response.

    Science.gov (United States)

    Shepherd, Terry L.; Contreras, Diana; Brown, Randel

    2002-01-01

    This article looks at the history of special education in Mexico, discusses the emergence of special education programs, and examines a school for special education in Nuevo Laredo, Tamaulipas. The school provides vocational training for students with a variety of disabilities and has a partnership with the local maquiladora industry. (Contains 5…

  7. Chapter 17: Residential Behavior Protocol

    Energy Technology Data Exchange (ETDEWEB)

    Stewart, James [Cadmus Group, Waltham, MA (United States); Todd, Annika [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States)

    2015-01-01

    Residential behavior-based (BB) programs use strategies grounded in the behavioral social sciences to influence household energy use. Strategies may include providing households with real-time or delayed feedback about their energy use; supplying energy-efficiency education and tips; rewarding households for reducing their energy use; comparing households to their peers; and establishing games, tournaments, and competitions. BB programs often target multiple energy end uses and encourage energy savings, demand savings, or both. Savings from BB programs are usually a small percentage of energy use, typically less than 5%.

  8. Test del PWC 170 adaptado para determinar la capacidad de trabajo especial en beisbolistas escolares / Adapted PWC 170 test to determine special work abilities in school baseball players

    Directory of Open Access Journals (Sweden)

    Sadiel López-Leal

    2016-07-01

    Full Text Available Resumen Se adaptó el test de PWC 170, según el método de Karpman modificado para el bateo, con el propósito de determinar la capacidad de trabajo especial durante este ejercicio en beisbolistas de la categoría 9-10 años del área deportiva Julio Antonio Mella, ciudad de Camagüey, Cuba. Se estudiaron 15 atletas. Como métodos se emplearon la revisión bibliográfica sobre el proceso de control de preparación del deportista y el control médico deportivo, además se realizó la entrevista a entrenadores y la observación de clases. De su aplicación se obtuvo como resultado una alta correlación entre ambas experiencias y buena estabilidad, además de positivas valoraciones de todos los indicadores por parte de los entrenadores; de ahí que consideren efectiva esta prueba para evaluar objetivamente la capacidad de trabajo especial en beisbolistas escolares de Camagüey. Abstract The PWC 170 test was adapted, according to Karpman’s model modified for batting, with the purpose of determining special work abilities during the game in 9-10 years old baseball players of Julio Antonio Mella sports area, Camagüey city, Cuba. The sample was of 15 athletes. Some of the scientific methods used were bibliographic revision on the control process of the athletes training, coach interviews and class observation. As a result the author detected a high correlation of experiences, good stability and positive coach assessment on every indicator. Therefore, this test was considered effective to objectively evaluate special work abilities in school baseball players from Camagüey.

  9. Specialization Patterns

    DEFF Research Database (Denmark)

    Schultz, Ulrik Pagh; Lawall, Julia Laetitia; Consel, Charles

    2000-01-01

    of design patterns. In this paper, we analyze the specialization opportunities provided by specific uses of design patterns. Based on the analysis of each design pattern, we define the associated specialization pattern. These specialization opportunities can be declared using the specialization classes......Design patterns offer many advantages for software development, but can introduce inefficiency into the final program. Program specialization can eliminate such overheads, but is most effective when targeted by the user to specific bottlenecks. Consequently, we propose that these concepts...... are complementary. Program specialization can optimize programs written using design patterns, and design patterns provide information about the program structure that can guide specialization. Concretely, we propose specialization patterns, which describe how to apply program specialization to optimize uses...

  10. Specialization Patterns

    DEFF Research Database (Denmark)

    Schultz, Ulrik Pagh; Lawall, Julia Laetitia; Consel, Charles

    2000-01-01

    Design patterns offer many advantages for software development, but can introduce inefficiency into the final program. Program specialization can eliminate such overheads, but is most effective when targeted by the user to specific bottlenecks. Consequently, we propose that these concepts...... are complementary. Program specialization can optimize programs written using design patterns, and design patterns provide information about the program structure that can guide specialization. Concretely, we propose specialization patterns, which describe how to apply program specialization to optimize uses...... of design patterns. In this paper, we analyze the specialization opportunities provided by specific uses of design patterns. Based on the analysis of each design pattern, we define the associated specialization pattern. These specialization opportunities can be declared using the specialization classes...

  11. Residential construction cost: An Italian survey.

    Science.gov (United States)

    Canesi, Rubina; Marella, Giuliano

    2017-04-01

    This paper reports data describing development projects for new buildings according to construction costs in North-East Italy. A survey was carried out on local companies undertaking new residential development projects in two Italian regions (Veneto and Lombardy). The aim of this survey was to record new real estate construction projects, collecting both technical and socio-economic cost features. It is extremely difficult to collect such data for the Italian real estate construction sector, due to its lack of transparency, so that the novelty for the Italian scenario is the dataset itself. Another interest perspective of this survey is that socio-economic characteristics were also recorded; they are often studied in urban economics, but are usually related to property purchase prices and values, not to construction costs. The data come from an analysis of Canesi and Marella regarding the relationship between the trend of construction costs and the socio-economic conditions of the reference setting, such as the mean years of schooling of the workforce, housing market trends, and average per capita income.

  12. Residential construction cost: An Italian survey

    Directory of Open Access Journals (Sweden)

    Rubina Canesi

    2017-04-01

    Full Text Available This paper reports data describing development projects for new buildings according to construction costs in North-East Italy. A survey was carried out on local companies undertaking new residential development projects in two Italian regions (Veneto and Lombardy. The aim of this survey was to record new real estate construction projects, collecting both technical and socio-economic cost features. It is extremely difficult to collect such data for the Italian real estate construction sector, due to its lack of transparency, so that the novelty for the Italian scenario is the dataset itself. Another interest perspective of this survey is that socio-economic characteristics were also recorded; they are often studied in urban economics, but are usually related to property purchase prices and values, not to construction costs. The data come from an analysis of Canesi and Marella regarding the relationship between the trend of construction costs and the socio-economic conditions of the reference setting, such as the mean years of schooling of the workforce, housing market trends, and average per capita income.

  13. National survey of residential magnetic field exposure

    International Nuclear Information System (INIS)

    Karipidis, K.K.

    2002-01-01

    The release of the Doll report in the UK, and its reported association between prolonged exposures to higher levels of power frequency magnetic fields and a small risk of leukaemia in children, has heightened community concerns. This disquiet among the general public has prompted the possibility of a national survey of residential magnetic field exposures to be implemented. Measurement methodologies were reviewed by the author and long-term measurements made by a logger placed in the living room for a 24-hour period were chosen as a surrogate measurement for the evaluation of exposure. An international comparison of similar surveys is presented, showing great deficiency, with the exception of Schuz et al and the UKCCS, in the number of homes surveyed. Factors influencing the selection of residences in the survey sample are elucidated and a range of sample sizes is presented with varying precision and confidence levels. Finally a feasible sample of 1,000 homes is chosen and a cost estimate is calculated with extra options for the measurement of the child's bedroom, a schools' survey and child personal exposure measurements included in the outlay. The purpose of the proposed national survey is to determine the proportion of Australian homes that are exposed to fields greater than 0.4 μT and the influence of proximity to powerlines as a cause. The study would also enable an interstate and international comparison of exposures to be made. Copyright (2002) Australasian Radiation Protection Society Inc

  14. Residential ventilation standards scoping study

    Energy Technology Data Exchange (ETDEWEB)

    McKone, Thomas E.; Sherman, Max H.

    2003-10-01

    The goals of this scoping study are to identify research needed to develop improved ventilation standards for California's Title 24 Building Energy Efficiency Standards. The 2008 Title 24 Standards are the primary target for the outcome of this research, but this scoping study is not limited to that timeframe. We prepared this scoping study to provide the California Energy Commission with broad and flexible options for developing a research plan to advance the standards. This document presents the findings of a scoping study commissioned by the Public Interest Energy Research (PIER) program of the California Energy Commission to determine what research is necessary to develop new residential ventilation requirements for California. This study is one of three companion efforts needed to complete the job of determining the ventilation needs of California residences, determining the bases for setting residential ventilation requirements, and determining appropriate ventilation technologies to meet these needs and requirements in an energy efficient manner. Rather than providing research results, this scoping study identifies important research questions along with the level of effort necessary to address these questions and the costs, risks, and benefits of pursuing alternative research questions. In approaching these questions and corresponding levels of effort, feasibility and timing were important considerations. The Commission has specified Summer 2005 as the latest date for completing this research in time to update the 2008 version of California's Energy Code (Title 24).

  15. Residential Electricity Consumption in Poland

    Directory of Open Access Journals (Sweden)

    Edyta Ropuszyńska-Surma

    2016-01-01

    Full Text Available Key factors influencing electricity consumption in the residential sector in Poland have been identified. A fixed-effects model was used, which includes time effects, and a set of covariates, based on the model developed by Houthakker et al. This model estimates electricity demand by using lagged values of the dependent variable along with current and lagged values of electricity prices, and other variables that affect electricity demand such as: population, economic growth, income per capita, price of related goods, etc. The model has been identified according to the research results of the authors and those obtained by Bentzen and Engsted. The set of covariates was extended to the lagged electricity price given by a tariff (taken from two years previous to the time of interest and heating degree days index, a very important factor in European Union countries, where the climate is temperate. The authors propose four models of residential electricity demand, for which a confidence interval of 95% has been assumed. Estimation was based on Polish quarterly data for the years 2003-2013. (original abstract

  16. "I Was Scared to Be the Stupid": Latinas in Residential Academies of Science and Math

    Science.gov (United States)

    Sayman, Donna

    2015-01-01

    This study examines the experiences of Latinas in state residential academies of science, technology, engineering, and math (STEM). Goals of this project focused on understanding their experiences and identifying factors leading to the decision to enroll, along with issues contributing to retention. These schools represent powerful opportunities…

  17. A Deeper Investigation into the Psychological Changes of Intellectually Gifted Students Attending a Residential Academy

    Science.gov (United States)

    Rollins, Marlon R.; Cross, Tracy L.

    2014-01-01

    This discourse is the qualitative component of a mixed-methods study that examined how students were psychologically affected while attending a 2-year residential high school (Academy) in the Midwest. This aspect of the study focused on the emic perspective of nine students using a phenomenological-type approach. To that end, interviews were…

  18. Participatory Learning in Residential Weekends: Benefit or Barrier to Learning for the International Student?

    Science.gov (United States)

    Robson, Fiona; Forster, Gillian; Powell, Lynne

    2016-01-01

    The context for this research is a residential learning weekend which is embedded into all postgraduate programmes at Newcastle Business School via a management development module entitled "Developing Self". The objective of this study was to identify and explore how participatory learning in multicultural groups enables international…

  19. Residential instability: a perspective on system imbalance.

    Science.gov (United States)

    Appleby, Lawrence; Desai, Prakash

    1987-10-01

    In an exploration of residential instability and recidivism in chronic mental patients, 215 psychiatric admissions were followed for a year after the initial episode. In addition to an unusually high incidence of residential mobility, a relationship between mobility and number of hospitalizations was evident, as were isolation, disruptive family situations, and homelessness. The needed response of the mental health system is discussed.

  20. Credit Scores, Race, and Residential Sorting

    Science.gov (United States)

    Nelson, Ashlyn Aiko

    2010-01-01

    Credit scores have a profound impact on home purchasing power and mortgage pricing, yet little is known about how credit scores influence households' residential location decisions. This study estimates the effects of credit scores on residential sorting behavior using a novel mortgage industry data set combining household demographic, credit, and…